The effects of problem-based learning and web-based learning on school administrators’ decision-making styles and competencies

Year 2020, Volume: 51 Issue: 51, 260 - 279, 15.01.2020

Songül Karabatak

https://doi.org/10.15285/maruaebd.573325

Abstract

In this study, the effects of problem-based learning and web-based learning on school administrators’ decision-making styles and competencies were investigated. The mixed-method was performed in the study. In the qualitative dimension, a semi-structured interview technique was used. The quantitative dimension was conducted experimentally and Melbourne Decision-making Questionnaire II was used to collect data. The participants were determined by purposive sampling method. One experimental and one control group were identified in the study and 31 participants were included in each group. Findings indicated that the school administrator training program, in which web-based learning and problem-based learning are used together, had a significantly positive effect on the participants' decision-making styles. In addition, the training program also increased the decision-making competencies of the school administrators such as compromise with others, evaluation of the result of decisions, control and choice of decision, creative problem-solving, being consistent in decisions, effective and correct decision-making, and providing credibility in decision-making. At the end of the study, some suggestions were made to the researchers and educators.

Keywords

Problem-based learning, web-based learning, school administrator training, decision-making styles, decision-making competencies

Web tabanlı ortamda probleme dayalı öğrenmenin okul yöneticilerinin karar verme stillerine ve becerilerine etkisi

Abstract

Bu çalışmada probleme dayalı öğrenme ve web tabanlı öğrenmenin okul yöneticilerinin karar verme biçimleri ve yeterlilikleri üzerindeki etkileri araştırılmıştır. Araştırmada karma yöntem uygulanmıştır. Nitel boyutta yarı yapılandırılmış görüşme tekniği kullanılmıştır. Nicel boyut deneysel olarak yürütülmüştür ve veri toplamak için Melbourne Karar Verme Anketi II kullanılmıştır. Katılımcılar amaçlı örnekleme yöntemi ile belirlenmiştir. Çalışmada bir deneysel ve bir kontrol grubu tespit edilmiş ve her gruba 31 katılımcı dahil edilmiştir. Bulgular, web tabanlı öğrenme ile probleme dayalı öğrenmenin birlikte kullanıldığı okul yöneticisi eğitim programının, katılımcıların karar verme stilleri üzerinde önemli ölçüde olumlu etkisi olduğunu göstermiştir. Ayrıca eğitim programı, okul yöneticilerinin başkalarıyla uzlaşma, kararların sonucunun değerlendirilmesi, kararın kontrolü ve seçimi, yaratıcı problem çözme, kararlarda tutarlı olma, karar vermede güvenilirlik, etkili ve doğru karar verme gibi karar verme yeterliklerini de arttırmıştır. Çalışmanın sonunda araştırmacılara ve eğitimcilere bazı önerilerde bulunulmuştur.

Keywords

Probleme dayalı öğrenme, web tabanlı öğrenme, okul yöneticisi eğitimi, karar verme stilleri, karar verme yetkinlikleri

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