Pandemi döneminde üniversite öğrencilerinin öz-yönetimli öğrenme becerileri açısından deneyimleri
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Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Maltepe Üniversitesi, Lisansüstü Eğitim Enstitüsü
Erişim Hakkı
Attribution-NonCommercial-NoDerivs 3.0 United States
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess
Özet
Araştırmanın temel amacı, üniversite öğrencilerinin pandemi dönemindeki çevrimiçi öğrenme deneyimlerini, öz-yönetimli öğrenme becerileri ve duyuşsal boyut bağlamında incelemektir. Bu araştırmanın gerçekleştirilmesinde hem nicel hem de nitel çalışma uygulanarak karma yöntem kullanılmıştır. Çalışma verileri Sıralı Açıklayıcı Desen ile toplanmıştır. Araştırmanın nicel boyuttaki çalışma grubunu, 2019-2020 eğitim-öğretim yılında Maltepe Üniversitesi Eğitim Fakültesi’nde lisans düzeyinde okumakta olan 105 öğrenci oluşturmaktadır ve bu katılımcılara Kişisel Bilgi Formu ve Öz-Yönetimli Öğrenme Becerileri (ÖYÖB) Ölçeği uygulanmıştır. Nitel uygulamanın çalışma grubu, nicel boyutta elde edilen sonuçların analizinden sonra belirlenmiştir. Öncelikle nicel çalışma grubu, ölçek puanlarının düşükten yükseğe doğru sıralanmasının ardından, düşük ve yüksek seviyede öz-yönetimli öğrenme becerisi olarak iki gruba ayrılmıştır. Düşük ve yüksek grupta yer alan öğrencilerden araştırmaya katılmaya gönüllü olan 5’er kişi seçilmiştir ve bu katılımcılarla yüz yüze görüşmeler yapılmıştır. Bazı katılımcılar çeşitli nedenlerle çalışmaya katılmak istememişlerdir ve bu nedenle gönüllülük esas olduğu için sıralamadaki bir sonraki/önceki kişi ile iletişime geçilmiştir. Bu görüşmelerde Yarı Yapılandırılmış Görüşme Formu kullanılmıştır. Nicel verilerin analizi istatistiksel analiz programıyla, nitel verilerin analizi tematik analiz yöntemiyle yapılmıştır. Her iki gruptan da duyuşsal bağlamda birtakım zorlanmalar deneyimledikleri ifade edilmiştir. Fakat ÖYÖB düzeyi düşük grupta yer alan öğrenciler için bu duyuşsal zorlanmalar, çevrimiçi öğrenme sürecinden kopma, akademik motivasyonu kaybetme, geri çekilme, yalnız, mutsuz, karamsar ve kaygılı hissetme, hedef koyamama, doğru stratejileri seçememe, zamanı yönetememe, çevrimiçi öğrenmenin yalnızca dezavantajlarına odaklanma, öğrenmenin sorumluluğunu üstlenememe gibi bir noktaya gelmelerine neden olurken; ÖYÖB düzeyi yüksek grupta yer alan öğrenciler için ise duygularını kendi içlerinde yönettikleri, önceliklerini belirleyerek öğrenme hedeflerine odaklı kaldıkları, sorumluluk aldıkları, çevrimiçi öğrenme sürecinin avantajlı yanlarını görüp değerlendirdikleri, öğrenmeye değer vermeye devam ettikleri ve istekli oldukları bir deneyim alanı haline gelmiştir. Bu bulgulardan yola çıkarak, ÖYÖB düzeyinin, çevrimiçi öğrenme sürecinin yarattığı duyuşsal deneyimleri belli bir boyutta değiştirdiği, bu deneyimlerin nasıl bir davranışa dönüştüğü boyutunu ise kesinlikle farklılaştırdığı sonucuna varılmıştır.
The main purpose of the research is to examine the online learning experiences of university students during the pandemic period in the context of self-directed learning skills and affective dimension. In the realization of this research, mixed method was used by applying both quantitative and qualitative studies. In the study, data were collected with Sequential Explanatory Design. The quantitative study group of the research consists of 105 undergraduate students studying at Maltepe University Faculty of Education in the 2019- 2020 academic year, and Personal Information Form and Self-Directed Learning Skills (SDL) Scale were applied to these participants. The working group of the qualitative application was determined after the analysis of the results obtained in the quantitative dimension. First of all the quantitative study group was divided into two groups as low-level and high-level self-directed learning skills, according to the scale mean scores obtained. Five volunteers were selected from the students in the low and high groups, who volunteered to participate in the research, and face-to-face interviews were conducted with these participants. Some participants did not want to participate in the study for various reasons, and therefore, the next/previous person in the list was contacted because it was voluntary. In these interviews, the Semi-Structured Interview Form was used. The analysis of quantitative data was made with statistical analysis program, and the analysis of qualitative data was made with thematic analysis method. It was stated that both groups experienced some difficulties in the affective context. However, for the students in the low SLD level, these affective difficulties may include being disconnected from the online learning process, losing academic motivation, withdrawing, feeling lonely, unhappy, pessimistic and anxious, not being able to set goals, not choosing the right strategies, not managing time, focusing only on the disadvantages of online learning, while causing them to come to a point where they cannot take responsibility for learning; For students in the group with a high SLD level, it has become an area of experience where they manage their emotions internally, determine their priorities, stay focused on learning goals, take responsibility, see and evaluate the advantageous aspects of the online learning process, continue to value learning, and are eager. Based on these findings, it was concluded that the level of SLD changes the affective experiences created by the online learning process to a certain extent, and definitely differentiates the dimension of what kind of behavior these experiences turn into.
The main purpose of the research is to examine the online learning experiences of university students during the pandemic period in the context of self-directed learning skills and affective dimension. In the realization of this research, mixed method was used by applying both quantitative and qualitative studies. In the study, data were collected with Sequential Explanatory Design. The quantitative study group of the research consists of 105 undergraduate students studying at Maltepe University Faculty of Education in the 2019- 2020 academic year, and Personal Information Form and Self-Directed Learning Skills (SDL) Scale were applied to these participants. The working group of the qualitative application was determined after the analysis of the results obtained in the quantitative dimension. First of all the quantitative study group was divided into two groups as low-level and high-level self-directed learning skills, according to the scale mean scores obtained. Five volunteers were selected from the students in the low and high groups, who volunteered to participate in the research, and face-to-face interviews were conducted with these participants. Some participants did not want to participate in the study for various reasons, and therefore, the next/previous person in the list was contacted because it was voluntary. In these interviews, the Semi-Structured Interview Form was used. The analysis of quantitative data was made with statistical analysis program, and the analysis of qualitative data was made with thematic analysis method. It was stated that both groups experienced some difficulties in the affective context. However, for the students in the low SLD level, these affective difficulties may include being disconnected from the online learning process, losing academic motivation, withdrawing, feeling lonely, unhappy, pessimistic and anxious, not being able to set goals, not choosing the right strategies, not managing time, focusing only on the disadvantages of online learning, while causing them to come to a point where they cannot take responsibility for learning; For students in the group with a high SLD level, it has become an area of experience where they manage their emotions internally, determine their priorities, stay focused on learning goals, take responsibility, see and evaluate the advantageous aspects of the online learning process, continue to value learning, and are eager. Based on these findings, it was concluded that the level of SLD changes the affective experiences created by the online learning process to a certain extent, and definitely differentiates the dimension of what kind of behavior these experiences turn into.
Açıklama
Anahtar Kelimeler
Pandemi, Çevrimiçi öğrenme, Uzaktan eğitim, Öz-yönetimli öğrenme, Duyuşsal öğrenme, Pandemic, Online learning, Distance education, Self-directed learning, Affective learning
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Güneş Hasgören, S. (2021). Pandemi döneminde üniversite öğrencilerinin öz-yönetimli öğrenme becerileri açısından deneyimleri / Experiences of university students in terms of self-directed learning skills in the pandemic period (Yayımlanmamış Yüksek Lisans Tezi). Maltepe Üniversitesi, Lisansüstü Eğitim Enstitüsü, İstanbul.
