To What Extent Are Preparatory School Students Ready for Online Learning?

Yıl 2022, Cilt: 15 Sayı: 2, 239 - 263, 22.04.2022

Sedat Korkmaz

https://doi.org/10.30831/akukeg.991017

Cited By: 1

Öz

The aim of this study is to investigate the opinions of students enrolled at the School of Foreign Languages concerning their readiness to online learning. Method: Sequential mixed method design was used in this descriptive study. To collect data, the researcher administered Online Learning Readiness Scale (OLRS) and interview questions. As for data analysis, the data obtained from the quantitative part of the questionnaire were analyzed using descriptive statistics. For the qualitative part of the research, inductive content analysis was applied to analyze the beliefs of prep school students to ascertain their levels of online learning readiness. Findings: The results revealed that prep school students had moderate level of readiness for online learning. They indicated enhanced computer/internet and online communication self-efficacy and motivation whereas they often failed to direct and control their own online learning. Implications for Research and Practice: Bearing these findings in mind, some implications were drawn at the end of the study about the ways of increasing their online learning readiness, particularly their self-regulated learning. A final suggestion was that researchers and practitioners should seek to understand better why students generally can’t be successful at directing and controlling their own online learning.

Anahtar Kelimeler

prep class, online learning, online learning readiness, learner control, self-directed learning

Kaynakça

• References Alawamleh, M., Al-Twait, L. M., & Al-Saht, G. R. (2020). The effect of online learning on communication between instructors and students during Covid-19 pandemic. Asian Education and Development Studies. https://doi.org/ 10.1108/AEDS-06-2020-0131
• Allen, I. E., & Seaman, J. (2013). Changing Course: Ten Years of Tracking Online Education in the United States. Wellesley MA: Babson College/Quahog Research Group.
• Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90-109. https://doi.org/ 10.29333/ejecs/388
• Alotaibi, K., Tohmaz, R., & Jabak, O. (2017). The relationship between self-regulated learning and academic achievement for a sample of community college students at King Saud University. Education Journal, 6(1), 28-37. https://doi.org/ 10.11648/j.edu.20170601.14
• Alsancak Sırakaya, D., & Yurdugül, H. (2016). Öğretmen Adaylarının Çevrimiçi Öğrenme Hazır Bulunuşluluk Düzeylerinin İncelenmesi: Ahi Evran Üniversitesi Örneği. Journal of Kirsehir Education Faculty, 17(1).
• Artino, A. R. (2008). Motivational beliefs and perceptions of instructional quality: Predicting satisfaction with online training. Journal of computer assisted learning, 24(3), 260-270. https://doi.org/10.1111/j.1365-2729.2007.00258.x
• Barker, P. (2002). Skill sets for online teaching (pp. 85-90). Association for the Advancement of Computing in Education (AACE).
• Bekele,T. A. (2010). Motivation and satisfaction in internet-supported learning environments: A review. Journal of Educational Technology & Society, 13(2), 116-127.
• Bodomo, A. B. (2010). Strategies for enhancing and evaluating interactivity in web-based learning and teaching. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 5(4), 18-43.
• Bonk, C. J., & Lee, M. M. (2017). Motivations, achievements, and challenges of self-directed informal learners in open educational environments and MOOCs. Journal of Learning for Development, 4(1), 36-57.
• Borotis, S., & Poulymenakou, A. (2004). E-learning readiness components: Key issues to consider before adopting e-learning interventions. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1622-1629). Association for the Advancement of Computing in Education (AACE).
• Bowles, M. (2004). Relearning to E-learn: strategies for electronic learning and knowledge. Melbourne University Press, Carlton, Victoria, Australia.
• Buzdar, M. A., Ali, A., & Tariq, R. U. H. (2016). Emotional intelligence as a determinant of readiness for online learning. International Review of Research in Open and Distributed Learning, 17(1), 148-158. https://doi.org/10.19173/irrodl. v17i1.2149
• Büyüköztürk, Ş. (2002). Sosyal Bilimler İçin Veri Analizi El Kitabı: İstatistik. Araştırma Deseni, SPSS Uygulamaları ve Yorum, Pegema Yayıncılık, Ankara.
• Chen, B., Fan, Y.-Z., Zhang, G.-G., & Wang, Q. (2017, March). Examining motivation and self-regulated learning strategies of returning MOOCs learning. The Seventh International Learning Analytics & Knowledge Conference, Vancouver, BC, Canada
• Chew, S.Y. (2010) Integrating ICT in English language teaching: Teachers’ and students’ perspectives. In: Persidangan Inovasi Dalam Penyelidikan Pendidikan, 13 Julai 2010, Universiti Malaya.
• Chuang, S. C., Lin, F. M., & Tsai, C. C. (2015). An exploration of the relationship between Internet self-efficacy and sources of Internet self-efficacy among Taiwanese university students. Computers in Human Behavior, 48, 147-155. https://doi.org/10.1016/j.chb.2015.01.044
• Chung, E., Noor, N. M., & Vloreen Nity Mathew. (2020). Are You Ready? An Assessment of Online Learning Readiness among University Students. International Journal of Academic Research in Progressive Education and Development, 9(1), 301–317. https://doi.org/10.6007/IJARPED/v9-i1/7128
• Chung, E., Subramaniam, G., & Dass, L. C. (2020). Online Learning Readiness among University Students in Malaysia amidst COVID-19. Asian Journal of University Education, 16(2), 46-58. https://doi.org/10.24191/ajue.v16i2.10294
• Cigdem, H., & Yildirim, O. G. (2014). Effects of students' characteristics on online learning readiness: A vocational college example. Turkish Online Journal of Distance Education, 15(3), 80-93.
• Cigdem, H., & Ozturk, M. (2016). Critical components of online learning readiness and their relationships with learner achievement. Turkish Online Journal of Distance Education, 17(2).
• Compeau, D. R., & Higgins, C. A. (1995). Computer self-efficacy: Development of a measure and initial test. MIS quarterly, 189-211.
• Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: SAGE
• Creswell, J. W. (2013). Steps in conducting a scholarly mixed methods study. DBER Speaker series, University of Nebraska
• Çakır, Ö., & Horzum, M. B. (2015). The Examination of the Readiness Levels of Teacher Candidates for Online Learning in terms of various Variables. Journal of Theory & Practice in Education (JTPE), 11(1).
• Çetin, B. (2008). Marmara Üniversitesi Sınıf Öğretmeni Adaylarının Bilgisayarla ilgili Öz-Yeterlik Algılarının İncelenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (11), 101-114.
• Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1),5-22. https://doi.org/ 10.1177/0047239520934018
• Eastin, M. S., & LaRose, R. (2000). Internet self-efficacy and the psychology of the digital divide. Journal of computer-mediated communication, 6(1), JCMC611. https://doi.org/10.1111/j.1083-6101.2000.tb00110.x
• Ergen, B., & Kanadli, S. (2017). The Effect of Self-Regulated Learning Strategies on Academic Achievement: A Meta-Analysis Study. Eurasian Journal of Educational Research, 69, 55-74. https://doi.org/10.14689/ejer.2017.69.4
• Firat, M., & Bozkurt, A. (2020). Variables affecting online learning readiness in an open and distance learning university. Educational Media International, 57(2), 112-127. https://doi.org/10.1080/09523987.2020.1786772
• Genc, G., Kulusakli, E., & Aydin, S. (2016). A Comparative Study on the Motivation and Attitudes of Language Learners of Online Distance and Traditional In-Classroom Education. Turkish Online Journal of Distance Education, 17(4), 63-75.
• Geng, S., Law, K. M., & Niu, B. (2019). Investigating self-directed learning and technology readiness in blending learning environment. International Journal of Educational Technology in Higher Education, 16(1),17. https://doi.org/10.1186/s41239-019-0147-0
• Gibbs, A. (2012). Focus groups and group interviews. Research methods and methodologies in education, 186-192.
• Horzum, M. B., Kaymak, Z. D., & Gungoren, O. C. (2015). Structural equation modeling towards online learning readiness, academic motivations, and perceived learning. Educational Sciences: Theory & Practice, 15(3). https://doi.org/ 10.12738/estp.2015.3.2410
• Hosseini, S. B., & Branch, I. S. T. (2015). Computer-mediated communication: Pedagogical and language learning implications. International Journal on New Trends in Education and Their Implications, 6(1), 163-176.
• Hukle, D. R. L. (2009). An evaluation of readiness factors for online education. Mississippi State University.
• Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers& Education, 55(3), 1080-1090. https://doi.org/10.1016/j.compedu.2010.05.004
• Ilhan, M. & Çetin, B. (2013). The validity and reliability study of the Turkish version of an online learning readiness scale. Educational Technology Theory and Practice, 3(2), 72- 101.
• İpek, C., & Acuner, H. Y. (2011). Sınıf öğretmeni adaylarının bilgisayar öz-yeterlilik inançları ve eğitim teknolojilerine yönelik tutumları. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 12(2suppl), 23-40.
• Jung, E., Kim, D., Yoon, M., Park, S., & Oakley, B. (2019). The influence of instructional design on learner control, sense of achievement, and perceived effectiveness in a supersize MOOC course. Computers & Education, 128, 377-388. https://doi.org/10.1016/j.compedu.2018.10.001
• Kırmızı, Ö. (2015). The influence of learner readiness on student satisfaction and academic achievement in an online program at higher education. Turkish Online Journal of Educational Technology-TOJET, 14(1), 133-142.
• Knowles, E., & Kerkman, D. (2007). An Investigation of Students Attitude and Motivation toward Online Learning. InSight: A Collection of Faculty Scholarship, 2, 70-80
• Lange, C. (2018). The relationship between system-provided learner control and maintained situational interest within e-learning courses. Interactive Technology and Smart Education. https://doi.org/ 10.1108/ITSE-12-2017-0062
• Mayer, R. E. (2003). Elements of a science of e-learning. Journal of Educational Computing Research, 29(3), 297–313. https://doi.org/10.2190/YJLG-09F9-XKAX-753D
• McVay, M. (2000). Developing a Web-based distance student orientation to enhance student success in an online Bachelor’s degree completion program. Unpublished practicum report presented to the Ed.D. Program, Nova Southeastern University, Florida.
• McVay, M. (2001). How to be a successful distance learning student: Learning on the Internet. New York: Prentice Hall.
• Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC, U.S. Department of Education.
• Mirete, A. B., Maquilón, J. J., Mirete, L., & Rodríguez, R. A. (2020). Digital Competence and University Teachers’ Conceptions about Teaching. A Structural Causal Model. Sustainability, 12(12), 4842. https://doi.org/ 10.3390/su12124842
• Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012. https://doi.org/10.1016/j.ijedro.2020.100012
• Nachar, N. (2008). The Mann-Whitney U: A test for assessing whether two independent samples come from the same distribution. Tutorials in quantitative Methods for Psychology, 4(1), 13-20.
• Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational psychologist, 36(2), 89-101.
• Pellas, N. (2014). The influence of computer self-efficacy, metacognitive self-regulation and self-esteem on student engagement in online learning programs: Evidence from the virtual world of Second Life. Computers in Human Behavior, 35, 157-170. https://doi.org/10.1016/j.chb.2014.02.048
• Peng, H., Tsai, C. C., & Wu, Y. T. (2006). University students' self-efficacy and their attitudes toward the Internet: the role of students' perceptions of the Internet. Educational studies, 32(1), 73-86.
• Polit, D. F., & Beck, C. T. (2010). Generalization in quantitative and qualitative research: Myths and strategies. International journal of nursing studies, 47(11), 1451-1458. https://doi.org/10.1016/j.ijnurstu.2010.06.004
• Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2(3), 923-945. https://doi.org/10.1007/s42438-020-00155-y
• Rumble, G., & Latchem, C. (2004). Organisational models for open and distance learning. Policy for open and distance learning. In H. Perraton & H. Lentell (Eds.), Policy for open and distance learning (pp. 117-140). London: Routledge Falmer.
• Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67. https://doi.org/ 10.1006/ceps.1999.1020
• Saadé, R. G., He, X., & Kira, D. (2007). Exploring dimensions to online learning. Computers in human behavior, 23(4), 1721-1739.
• Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and applications (3rd ed.). Englewood Cliffs, NJ: Prentice Hall.
• Schunk, D. H., & Usher, E. L. (2012). Social cognitive theory and motivation. The Oxford handbook of human motivation, 13-27.
• Shyu, H. Y., & Brown, S. W. (1992). Learner control versus program control in interactive videodisc instruction: What are the effects in procedural learning. International Journal of Instructional Media, 19(2), 85-95.
• Smith, P. (2005). Learning Preferences and Readiness for Online Learning. Educational Psychology, 25(1), 3–12.
• So, T., & Swatman, P.M.C. (2006). e-Learning readiness of Hong Kong teachers. Hong Kong IT in Education Conference 2006 “Capacity Building for Learning through IT” (HKITEC2006), February 6–8, 2006, Hong Kong Exhibition and Convention Centre, Hong Kong.
• Song, D., & Bonk, C. J. (2016). Motivational factors in self-directed informal learning from online learning resources. Cogent Education, 3(1), 1205838. http://dx.doi.org/10.1080/2331186X.2016.1205838
• Sun, J. N., & Hsu, Y. C. (2012). An experimental study of learner perceptions of the interactivity of web-based instruction. Interacting with Computers, 24(1), 35-48. https://doi.org/10.1016/j.intcom.2011.11.001
• Taipjutorus, W., Hansen, S., & Brown, M. (2012). Investigating a relationship between learner control and self-efficacy in an online learning environment. Journal of Open, Flexible, and Distance Learning, 16(1), 56-69.
• Tang, S. F. & Lim, C. L. (2013). Undergraduate Students’ Readiness In E-Learning : A Study At The Business School in a Malaysian Private University. International Journal of Management & Information Technology, 4 (2). 198-204.
• Torun, E. D. (2020). Online Distance Learning in Higher Education: E-Learning Readiness as a Predictor of Academic Achievement. Open Praxis, 12(2), 191-208. https://dx.doi.org/10.5944/openpraxis.12.2.1092
• Tsai, C. C., Chuang, S. C., Liang, J. C., & Tsai, M. J. (2011). Self-efficacy in Internet-based learning environments: A literature review. Journal of Educational Technology & Society, 14(4), 222-240.
• Väljataga, T., & Laanpere, M. (2010). Learner control and personal learning environment: a challenge for instructional design. Interactive Learning Environments, 18(3), 277-291. https://doi.org/ 10.1080/10494820.2010.500546
• Wang, L. C. C., & Beasley, W. (2002). Effects of learner control and hypermedia preference on cyber-students performance in a Web-based learning environment. Journal of Educational Multimedia and Hypermedia, 11(1), 71-91.
• Wang, Q., Zhu, Z., Chen, L. & Yan, H. (2009). E-Learning in China. Campus-Wide Information Systems, 26, 47–61. https://doi.org/10.1108/10650740910946783
• Warner, D., Christie, G., & Choy, S. (1998). Readiness of VET clients for flexible delivery including on-line learning. Brisbane: Australian National Training Authority.
• Wei, H. C., & Chou, C. (2020). Online learning performance and satisfaction: do perceptions and readiness matter?. Distance Education, 41(1), 48-69. https://doi.org/10.1080/01587919.2020.1724768
• Yang, H., Su, J., & Bradley, K. D. (2020). Applying the Rasch Model to Evaluate the Self- Directed Online Learning Scale (SDOLS) for Graduate Students. International Review of Research in Open and Distributed Learning, 21(3), 99-120. https://doi.org/10.19173/irrodl.v21i3.4654
• Yeh, Y. C., Kwok, O. M., Chien, H. Y., Sweany, N. W., Baek, E., & McIntosh, W. A. (2019). How College Students' Achievement Goal Orientations Predict Their Expected Online Learning Outcome: The Mediation Roles of Self-Regulated Learning Strategies and Supportive Online Learning Behaviors. Online Learning, 23(4), 23-41. https://doi.org/10.24059/olj.v23i4.2076
• Yu, T. (2018). Examining Construct Validity of the Student Online Learning Readiness (SOLR) Instrument Using Confirmatory Factor Analysis. Online Learning, 22(4), 277-288. https://doi.org/10.24059/olj.v22i4.1297
• Yurdugül, H., & Sırakaya, D. A. (2013). Çevrimiçi öğrenme hazır bulunuşluluk ölçeği: Geçerlik ve güvenirlik çalışması. Eğitim ve Bilim, 38(169).
• Zhu, Y., Zhang, J. H., Au, W., & Yates, G. (2020). University students’ online learning attitudes and continuous intention to undertake online courses: A self-regulated learning perspective. Educational Technology Research and Development, 68(3), 1485-1519. https://doi.org/10.1007/s11423-020-09753-w
• Zimmerman, B. J., & Schunk, D. H. (Eds.). (2001). Self-regulated learning and academic achievement: Theoretical perspectives. Routledge.
• Zimmerman, B. J., & Schunk, D. H. (2011). Handbook of self-regulation of learning and performance. Routledge/Taylor & Francis Group