E-öğrenme Ortamlarında Öğrenme Stilleri ve Akademik Başarı Arasındaki İlişkinin İncelenmesi

Year 2019, Volume: 12 Issue: 2, 532 - 549, 30.04.2019

Esin Ergün , Fatma Betül Kurnaz

https://doi.org/10.30831/akukeg.407029

Cited By: 17

Abstract

Bu
çalışmada e-öğrenme ortamlarındaki öğrencilerin öğrenme stillerinin akademik
başarı üzerindeki etkisi araştırılmıştır. Araştırmada “e-öğrenme stilleri,
çevrim içi derslere katılım, video kayıtlarını izleme değişkenleri akademik
başarının yordayıcısı mıdır?” sorusuna yanıt aranmıştır. Araştırma ölçme ve
değerlendirme dersi kapsamında öğretim yönetim sistemi üzerinden 14 hafta
boyunca çevrimiçi derslerle yürütülmüştür. Öğrencilere bu kurs sonunda
pedagojik formasyon eğitim sertikası verilmiştir. Araştırmada 2016-2017 öğretim
yılında uzaktan eğitim yoluyla pedagojik formasyon eğitimi alan 501 öğrenciye
(351 kadın, 150 erkek) Gülbahar ve Alper (2014) tarafından geliştirilen
E-Öğrenme Stilleri Ölçeği ve Başarı testi uygulanmıştır. Araştırmacılar
tarafından geliştirilen, araştırma grubuna benzeyen başka bir grupta denenerek
güvenilir ve geçerli sonuçlar verdiği belirlenen Başarı Testi çalışma grubuna
uygulanarak, bu testten alınan puanlar akademik başarının ölçüsü olarak kabul
edilmiştir. Verilerin çözümlenmesinde aşamalı çoklu regresyon analizi
kullanılmıştır. Araştırma sonuçlarına göre, çevrimiçi derslere katılma, video
kayıtlarını izleme, aktif öğrenme stili ve bağımsız öğrenme stili e-öğrenme
ortamında akademik başarıyı yordamaktadır. Bu dört değişken akademik başarıdaki
toplam varyansın %7’sini açıklamaktadır.

Keywords

E-learning, learning styles, academic achievement

Investigation of the Relations Between E-Learning Style and Academic Achievement in E-learning Environment

Abstract

In this study, the effects of students learning styles on academic achievement was investigated in e-learning environments and the answer for the question “are e-learning style, participation in online course and watching the lecture videos offline predictors of academic achievement?” is tried to examined. E-Learning Style Scale (Gülbahar and Alper, 2014) and Achievement Test were applied 501 (350 female and 151 male) students who received pedagogical formation education in e-learning environment during the 2016-2017 academic year. The research was carried out online with learning management systems in the measurement and assessment course for 14 weeks. The certificate of pedagogical formation was given to students at the end of the course. The Achievement Test developed by researchers. This test was tested in another group similar to the study group and found reliable and valid results. The scores obtained from this test were accepted as a measure of academic achievement. Data were analyzed by stepwise multiple regression analyses. According to the results, participation in online course, watching video recordings, active learning style and independent learning style were found as predictors of students’ academic achievement. These four variables account for 7% of the total variance in academic achievement.

Keywords

E-learning, learning styles, academic achievement

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