Uzaktan Eğitimde Öğrencilerin Çevrimiçi Akademik Yardım Arama Davranışları ve Başarı Yönelimleri

Year 2020, Volume: 10 Issue: 2, 958 - 972, 30.07.2020

Hasan Uçar

https://doi.org/10.18039/ajesi.738037

Abstract

Bu çalışmada, uzaktan eğitimde öğrencilerin çevrimiçi akademik yardım arama davranışları, başarı yönelimleri ve bu faktörler arasındaki ilişkinin incelenmesi amaçlanmıştır. Çalışma, nicel yönteme dayalı olarak tarama modeli ile desenlenmiş kesitsel bir araştırmadır. Araştırmanın katılımcıları bir devlet üniversitesinde uzaktan eğitim yoluyla ders alan 358 öğrenciden oluşmaktadır. Araştırma verileri; kişisel bilgi formu, çevrimiçi akademik yardım arama anketi ve başarı yönelimleri ölçeği ile toplanmıştır. Çalışmanın araştırma sorularını yanıtlamak için toplanan veriler analiz edilirken betimsel istatistikler, bağımsız örneklemler için t-testi ve korelasyon analizi kullanılmıştır. Araştırma bulguları, uzaktan eğitimdeki öğrencilerin çevrimiçi akademik yardım için en fazla İnternet’i kullandıklarını göstermektedir. Ayrıca bulgular, öğrencilerin dersi veren öğretim elemanı yerine arkadaşlarından ya da konuyu bilen birinden daha sık yardım aradıklarını ortaya koymaktadır. Buna göre öğrenciler en az öğretim elemanından akademik yardım aramaktadır. Buna ek olarak bulgular, öğrencilerin başarı yönelimleri açısından öğrenme-yaklaşma ve performans-yaklaşma başarı yönelimlerinin, öğrenme-kaçınma ve performans-kaçınma başarı yönelimlerinden daha yüksek olduğunu göstermektedir. Son olarak, öğrencilerin başarı yönelimleri ile çevrimiçi akademik yardım arama davranışları arasında kısıtlı ve pozitif bir ilişkinin olduğu bulunmuştur. Bu sonuç, öğrencilerin başarı yönelimlerinin çevrimiçi akademik yardım arama davranışlarının önemli bir yordayıcısı olmadığı şeklinde yorumlanabilir.

Keywords

Uzaktan eğitim, çevrimiçi öğrenme, çevrimiçi akademik yardım, yardım arama, başarı yönelimleri

Online Academic Help Seeking Behaviors and Achievement Goal Orientations of Learners in Distance Education

Abstract

The present study investigates online academic help seeking behaviors and achievement goal orientations of learners in distance education and the relationship between these factors. The research is designed as a quantitative cross-sectional survey study. The participants of the research are 358 learners who took some courses through distance education at a public university. The research data were collected through personal information form, online academic help seeking questionnaire, and achievement goal orientation scale. For the analysis of the research data and to answer the research questions of the study, descriptive statistics, t-test, and correlation analysis were used. Research findings show that learners in distance education use the Internet the most for online academic help seeking. In addition, learners applied to their friends or someone who knew the subject to seek help more frequently than their instructors. In this context, learners seek academic help from at least the faculty members, compared to others. The results also showed that, in terms of learners' achievement goal orientations, the learning-approach and performance-approach goal orientations are higher than the learning-avoidance and performance-avoidance goal orientations. In addition to these findings, a limited and positive relationship between learners’ achievement goal orientations and online academic help seeking behaviors was found. This result can be interpreted as the achievement goal orientations of learners is not a significant predictor of online academic help seeking behaviors.

Keywords

Distance education, online learning, online academic help seeking, help seeking, achievement goal orientations

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