Araştırma Makalesi
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Uzaktan Eğitimde Öğrencilerin Çevrimiçi Akademik Yardım Arama Davranışları ve Başarı Yönelimleri

Yıl 2020, Cilt: 10 Sayı: 2, 958 - 972, 30.07.2020
https://doi.org/10.18039/ajesi.738037

Öz

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.

Kaynakça

  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261–271. https://doi.org/10.1037/0022-0663.84.3.261
  • Bozkurt, A. (2019). Vizyon 2023: Türkiye’de açık ve uzaktan öğrenme alanında somut ve soyut teknolojiler bağlamında eğilimler. AUAd, 5(4), 43-64.
  • Chen, Y., Li, L., Wang, X., Li, Y. ve Gao, F. (2018). Shyness and Learning Adjustment in Senior High School Students: Mediating Roles of Goal Orientation and Academic Help Seeking. Frontiers in Psychology, 9, 1-13. https://doi.org/10.3389/fpsyg.2018.01757
  • Cheong, Y. F., Pajares, F. ve Oberman, P. S. (2004). Motivation and Academic Help-Seeking in High School Computer Science. Computer Science Education, 14(1), 3–19. https://doi.org/10.1076/csed.14.1.3.23501
  • Cheng, K. H. ve Tsai, C. C. (2011). An investigation of Taiwan University students’ perceptions of online academic help seeking, and their web-based learning self-efficacy. The Internet and Higher Education, 14(3), 150–157. https://doi.org/10.1016/j.iheduc.2011.04.002
  • Ding, L. ve Er, E. (2018). Determinants of college students' use of online collaborative help‐seeking tools. Journal of Computer Assisted Learning, 34(2), 129-139. https://doi.org/10.1111/jcal.12221
  • Elliot, A. J. ve McGregor, H. A. (2001). A 2 X 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501–519. https://doi.org/10.1037/0022-3514.80.3.501
  • Er, E., Kopcha, T. J., Orey, M. ve Dustman, W. (2015). Exploring college students’ online help-seeking behavior in a flipped classroom with a web-based help-seeking tool. Australasian Journal of Educational Technology, 31(5). https://doi.org/10.14742/ajet.2527
  • Fırat, M., Kılınç, H. ve Yüzer, T. V. (2017). Level of intrinsic motivation of distance education students in e-learning environments. Journal of Computer Assisted Learning, 34(1), 63–70. https://doi.org/10.1111/jcal.12214
  • Fraenkel, J. R. ve Wallen, N. E. (2012). How to design and evaluate research in education (7th ed.). New York: McGraw-Hill.
  • Gonida, E. N., Karabenick, S. A., Stamovlasis, D., Metallidou, P. ve Greece, T. C. (2019). Help seeking as a self-regulated learning strategy and achievement goals: The case of academically talented adolescents. High Ability Studies, 30(1-2) 147–166. https://doi.org/10.1080/13598139.2018.1535244 Hartnett, M. (2019) Theories of Motivation in Open and Distance Education. In: Jung I. (eds) Open and Distance Education Theory Revisited, (pp. 105-113). SpringerBriefs in Education. Springer, Singapore.
  • Hao, Q., Barnes, B., Branch, R. M. ve Wright, E. (2017). Predicting computer science students’ online help-seeking tendencies. Knowledge Management & E-Learning: An International Journal, 9(1), 19-32. https://doi.org/10.34105/j.kmel.2017.09.002
  • Hao, Q., Barnes, B., Wright, E. ve Branch, R. M. (2017). The influence of achievement goals on online help seeking of computer science students. British Journal of Educational Technology, 48(6), 1273–1283. https://doi.org/10.1111/bjet.12499
  • Hao, Q., Wright, E., Barnes, B. ve Branch, R. M. (2016). What are the most important prediction of computer science students’ online help-seeking behaviors? Computers in Human Behavior, 62, 467–474. http://dx.doi.org/10.1016/j.chb.2016.04.016
  • Huck, S. W. (2012). Reading statistics and research (6th ed.) Boston: Pearson.
  • Huet, N., Escribe, C., Dupeyrat, C. ve Sakdavong, J. C. (2011). The influence of achievement goals and perceptions of online help on its actual use in an interactive learning environment. Computers in Human Behavior, 27(1), 413–420. https://doi.org/10.1016/j.chb.2010.09.003
  • Kitsantas, A. ve Chow, A. (2007). College students’ perceived threat and preference for seeking help in traditional, distributed, and distance learning environments. Computers & Education, 48(3), 383–395. http://dx.doi.org/10.1016/j.compedu.2005.01.008
  • Liu, S. H. (2017). Relationship between the factors influencing online help-seeking and self-regulated learning among Taiwanese preservice teachers. Computers in Human Behavior, 72, 38–45. http://dx.doi.org/10.1016/j.chb.2017.02.034
  • Nasa, G. ve Sharma, H. L. (2018). A study on the impact of academic self-efficacy and academic help-seeking behaviour on goal orientation of secondary school students. International Journal of Research in Social Sciences, 8(4), 929-940.
  • Payne, S. C., Youngcourt, S. S. ve Beaubien, J. M. (2007). A meta-analytic examination of the goal orientation nomological net. Journal of Applied Psychology, 92(1), 128–150. https://doi.org/10.1037/0021-9010.92.1.128
  • Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. Pintrich ve M. Zeidner (Eds.), Handbook of Self-Regulation: Theory, research and applications (pp. 451-502). San Diego, CA: Academic Press. https://doi.org/10.1016/b978-012109890-2/50043-3
  • Puustinen, M. ve Rouet, J.-F. (2009). Learning with new technologies: Help seeking and information searching revisited. Computers & Education, 53(4), 1014–1019. https://doi.org/10.1016/j.compedu.2008.07.002
  • Rakes, G. C. ve Dunn, K. E. (2010). The Impact of Online Graduate Students' Motivation and Self-Regulation on Academic Procrastination. Journal of Interactive Online Learning, 9(1). 78-93. Roasoft (2020). Sample size calculator, http://www.raosoft.com/samplesize.html.
  • Roussel, P., Elliot, A. J. ve Feltman, R. (2011). The influence of achievement goals and social goals on help-seeking from peers in an academic context. Learning and Instruction, 21(3), 394–402 https://doi.org/10.1016/j.learninstruc.2010.05.003
  • Ryan, A. M. ve Shin, H. (2011). Help-seeking tendencies during early adolescence: An examination of motivational correlates and consequences for achievement. Learning and Instruction, 21(2), 247–256. https://doi.org/10.1016/j.learninstruc.2010.07.003
  • Uçar, H. (2012). İngilizce öğretmen adaylarının özyeterlik inancı, başarı yönelimi ve çevrimiçi öğrenme ortamına katilim durumu: Uzaktan İÖLP örneği. (Yayımlanmamış yüksek lisans tezi). Anadolu Üniversitesi, Eskişehir.
  • Uçar, H. ve Kumtepe, A. (2016). Uzaktan eğitimde ARCS-V motivasyon tasarımı modelinin kullanımı. AUAd, 2(4), 37-54.

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

Yıl 2020, Cilt: 10 Sayı: 2, 958 - 972, 30.07.2020
https://doi.org/10.18039/ajesi.738037

Öz

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.

Kaynakça

  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261–271. https://doi.org/10.1037/0022-0663.84.3.261
  • Bozkurt, A. (2019). Vizyon 2023: Türkiye’de açık ve uzaktan öğrenme alanında somut ve soyut teknolojiler bağlamında eğilimler. AUAd, 5(4), 43-64.
  • Chen, Y., Li, L., Wang, X., Li, Y. ve Gao, F. (2018). Shyness and Learning Adjustment in Senior High School Students: Mediating Roles of Goal Orientation and Academic Help Seeking. Frontiers in Psychology, 9, 1-13. https://doi.org/10.3389/fpsyg.2018.01757
  • Cheong, Y. F., Pajares, F. ve Oberman, P. S. (2004). Motivation and Academic Help-Seeking in High School Computer Science. Computer Science Education, 14(1), 3–19. https://doi.org/10.1076/csed.14.1.3.23501
  • Cheng, K. H. ve Tsai, C. C. (2011). An investigation of Taiwan University students’ perceptions of online academic help seeking, and their web-based learning self-efficacy. The Internet and Higher Education, 14(3), 150–157. https://doi.org/10.1016/j.iheduc.2011.04.002
  • Ding, L. ve Er, E. (2018). Determinants of college students' use of online collaborative help‐seeking tools. Journal of Computer Assisted Learning, 34(2), 129-139. https://doi.org/10.1111/jcal.12221
  • Elliot, A. J. ve McGregor, H. A. (2001). A 2 X 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501–519. https://doi.org/10.1037/0022-3514.80.3.501
  • Er, E., Kopcha, T. J., Orey, M. ve Dustman, W. (2015). Exploring college students’ online help-seeking behavior in a flipped classroom with a web-based help-seeking tool. Australasian Journal of Educational Technology, 31(5). https://doi.org/10.14742/ajet.2527
  • Fırat, M., Kılınç, H. ve Yüzer, T. V. (2017). Level of intrinsic motivation of distance education students in e-learning environments. Journal of Computer Assisted Learning, 34(1), 63–70. https://doi.org/10.1111/jcal.12214
  • Fraenkel, J. R. ve Wallen, N. E. (2012). How to design and evaluate research in education (7th ed.). New York: McGraw-Hill.
  • Gonida, E. N., Karabenick, S. A., Stamovlasis, D., Metallidou, P. ve Greece, T. C. (2019). Help seeking as a self-regulated learning strategy and achievement goals: The case of academically talented adolescents. High Ability Studies, 30(1-2) 147–166. https://doi.org/10.1080/13598139.2018.1535244 Hartnett, M. (2019) Theories of Motivation in Open and Distance Education. In: Jung I. (eds) Open and Distance Education Theory Revisited, (pp. 105-113). SpringerBriefs in Education. Springer, Singapore.
  • Hao, Q., Barnes, B., Branch, R. M. ve Wright, E. (2017). Predicting computer science students’ online help-seeking tendencies. Knowledge Management & E-Learning: An International Journal, 9(1), 19-32. https://doi.org/10.34105/j.kmel.2017.09.002
  • Hao, Q., Barnes, B., Wright, E. ve Branch, R. M. (2017). The influence of achievement goals on online help seeking of computer science students. British Journal of Educational Technology, 48(6), 1273–1283. https://doi.org/10.1111/bjet.12499
  • Hao, Q., Wright, E., Barnes, B. ve Branch, R. M. (2016). What are the most important prediction of computer science students’ online help-seeking behaviors? Computers in Human Behavior, 62, 467–474. http://dx.doi.org/10.1016/j.chb.2016.04.016
  • Huck, S. W. (2012). Reading statistics and research (6th ed.) Boston: Pearson.
  • Huet, N., Escribe, C., Dupeyrat, C. ve Sakdavong, J. C. (2011). The influence of achievement goals and perceptions of online help on its actual use in an interactive learning environment. Computers in Human Behavior, 27(1), 413–420. https://doi.org/10.1016/j.chb.2010.09.003
  • Kitsantas, A. ve Chow, A. (2007). College students’ perceived threat and preference for seeking help in traditional, distributed, and distance learning environments. Computers & Education, 48(3), 383–395. http://dx.doi.org/10.1016/j.compedu.2005.01.008
  • Liu, S. H. (2017). Relationship between the factors influencing online help-seeking and self-regulated learning among Taiwanese preservice teachers. Computers in Human Behavior, 72, 38–45. http://dx.doi.org/10.1016/j.chb.2017.02.034
  • Nasa, G. ve Sharma, H. L. (2018). A study on the impact of academic self-efficacy and academic help-seeking behaviour on goal orientation of secondary school students. International Journal of Research in Social Sciences, 8(4), 929-940.
  • Payne, S. C., Youngcourt, S. S. ve Beaubien, J. M. (2007). A meta-analytic examination of the goal orientation nomological net. Journal of Applied Psychology, 92(1), 128–150. https://doi.org/10.1037/0021-9010.92.1.128
  • Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. Pintrich ve M. Zeidner (Eds.), Handbook of Self-Regulation: Theory, research and applications (pp. 451-502). San Diego, CA: Academic Press. https://doi.org/10.1016/b978-012109890-2/50043-3
  • Puustinen, M. ve Rouet, J.-F. (2009). Learning with new technologies: Help seeking and information searching revisited. Computers & Education, 53(4), 1014–1019. https://doi.org/10.1016/j.compedu.2008.07.002
  • Rakes, G. C. ve Dunn, K. E. (2010). The Impact of Online Graduate Students' Motivation and Self-Regulation on Academic Procrastination. Journal of Interactive Online Learning, 9(1). 78-93. Roasoft (2020). Sample size calculator, http://www.raosoft.com/samplesize.html.
  • Roussel, P., Elliot, A. J. ve Feltman, R. (2011). The influence of achievement goals and social goals on help-seeking from peers in an academic context. Learning and Instruction, 21(3), 394–402 https://doi.org/10.1016/j.learninstruc.2010.05.003
  • Ryan, A. M. ve Shin, H. (2011). Help-seeking tendencies during early adolescence: An examination of motivational correlates and consequences for achievement. Learning and Instruction, 21(2), 247–256. https://doi.org/10.1016/j.learninstruc.2010.07.003
  • Uçar, H. (2012). İngilizce öğretmen adaylarının özyeterlik inancı, başarı yönelimi ve çevrimiçi öğrenme ortamına katilim durumu: Uzaktan İÖLP örneği. (Yayımlanmamış yüksek lisans tezi). Anadolu Üniversitesi, Eskişehir.
  • Uçar, H. ve Kumtepe, A. (2016). Uzaktan eğitimde ARCS-V motivasyon tasarımı modelinin kullanımı. AUAd, 2(4), 37-54.
Toplam 27 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Hasan Uçar 0000-0001-9174-4299

Yayımlanma Tarihi 30 Temmuz 2020
Gönderilme Tarihi 29 Mart 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 10 Sayı: 2

Kaynak Göster

APA Uçar, H. (2020). Uzaktan Eğitimde Öğrencilerin Çevrimiçi Akademik Yardım Arama Davranışları ve Başarı Yönelimleri. Anadolu Journal of Educational Sciences International, 10(2), 958-972. https://doi.org/10.18039/ajesi.738037
AMA Uçar H. Uzaktan Eğitimde Öğrencilerin Çevrimiçi Akademik Yardım Arama Davranışları ve Başarı Yönelimleri. AJESI. Temmuz 2020;10(2):958-972. doi:10.18039/ajesi.738037
Chicago Uçar, Hasan. “Uzaktan Eğitimde Öğrencilerin Çevrimiçi Akademik Yardım Arama Davranışları Ve Başarı Yönelimleri”. Anadolu Journal of Educational Sciences International 10, sy. 2 (Temmuz 2020): 958-72. https://doi.org/10.18039/ajesi.738037.
EndNote Uçar H (01 Temmuz 2020) Uzaktan Eğitimde Öğrencilerin Çevrimiçi Akademik Yardım Arama Davranışları ve Başarı Yönelimleri. Anadolu Journal of Educational Sciences International 10 2 958–972.
IEEE H. Uçar, “Uzaktan Eğitimde Öğrencilerin Çevrimiçi Akademik Yardım Arama Davranışları ve Başarı Yönelimleri”, AJESI, c. 10, sy. 2, ss. 958–972, 2020, doi: 10.18039/ajesi.738037.
ISNAD Uçar, Hasan. “Uzaktan Eğitimde Öğrencilerin Çevrimiçi Akademik Yardım Arama Davranışları Ve Başarı Yönelimleri”. Anadolu Journal of Educational Sciences International 10/2 (Temmuz 2020), 958-972. https://doi.org/10.18039/ajesi.738037.
JAMA Uçar H. Uzaktan Eğitimde Öğrencilerin Çevrimiçi Akademik Yardım Arama Davranışları ve Başarı Yönelimleri. AJESI. 2020;10:958–972.
MLA Uçar, Hasan. “Uzaktan Eğitimde Öğrencilerin Çevrimiçi Akademik Yardım Arama Davranışları Ve Başarı Yönelimleri”. Anadolu Journal of Educational Sciences International, c. 10, sy. 2, 2020, ss. 958-72, doi:10.18039/ajesi.738037.
Vancouver Uçar H. Uzaktan Eğitimde Öğrencilerin Çevrimiçi Akademik Yardım Arama Davranışları ve Başarı Yönelimleri. AJESI. 2020;10(2):958-72.