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Orjinal Araştırma Makalesi | Akdeniz Eğitim Araştırmaları Dergisi 2020, Cil. 14(33) 1-24

Harmanlanmış E-Öğrenme Ortamı Bilgi Sistem Kalitesinin Öğrencilerin Psikososyal Algılarına Etkisinin İncelenmesi

G. Alev Özkök & Hidayet Tütüncü

ss. 1 - 24   |  DOI: https://doi.org/10.29329/mjer.2020.272.1   |  Makale No: MANU-2006-25-0002.R2

Yayın tarihi: Eylül 29, 2020  |   Okunma Sayısı: 15  |  İndirilme Sayısı: 41


Özet

Bu çalışmanın amacı, harmanlanmış e-öğrenme ortamlarında, bilgi sistem kalitesinin öğrencilerin ortama yönelik psikososyal algılarına etkisini incelemektir. Bu amaçla, harmanlanmış e-öğrenme ortamının, öğrencilerin psikososyal algılarına etkisini test etmek için Walker (2003) tarafından geliştirilen uzaktan eğitim öğrenme ortamları ölçeğinin Türkçe versiyonu DELES-TR (Özkök vd, 2009) ve Dağhan ve Akkoyunlu (2016a) tarafından Türkçe’ye uyarlanan bilgi sistemleri başarı modeli (DeLone ve McLean, 2003; Chang, 2013) ölçekleri kullanılmıştır. Araştırmanın çalışma grubunu, uluslarararası statüye sahip yarı özel bir devlet üniversitesinde lisans ve yüksek lisans öğrenimi gören 536 öğrenci oluşturmaktadır. Araştırmanın verileri 2017-2018 öğretim yılı güz döneminde toplanmıştır. Kurulan hipotetik model yapısal eşitlik modeli ile sınanmıştır. Araştırma bulgularıyla, Moos’un (1976) sosyal ortam kuramı temel alınarak kurulan hipotetik model doğrulanmıştır. Araştırma sonucunda, hizmet kalitesi, bilgi kalitesi ve sistem kalitesinin öğretmen desteği, öğrenci etkileşimi ve işbirliği, bilgi kalitesi, özgün öğrenme, aktif öğrenme ve öğrenci özerkliği değişkenlerini doğrudan açıklayabildiği ve ortaya çıkan modelin geçerli, güvenilir ve iyi bir uyum sağladığı görülmüştür. Araştırma modeline göre; öğretmen desteği değişkeninin %51’inin ve öğrenci etkileşimi ve işbirliği değişkeninin %20’sinin hizmet kalitesi değişkenince açıklanabildiği, kişisel ilgi değişkeninin %79’unun, otantik öğrenme değişkeninin %72’sinin ve aktif öğrenme değişkeninin %42’sinin bilgi kalitesi değişkenince açıklanabildiği, öğrenci özerkliği değişkeninin ise %47’sinin sistem kalitesi değişkenince pozitif ve anlamlı açıklanabildiği görülmüştür. Çalışmanın sonuçları doğrultusunda, ileride yapılacak araştırmalar için öneriler sunulmuştur.

Anahtar Kelimeler: Harmanlanmış E-Öğrenme Platformu, Psikososyal Öğrenme Ortamları, Yapısal Eşitlik Modeli, E-Öğrenme, Sistem Kalitesi, Bilgi Sistemleri Başarı Modeli


Bu makaleye nasıl atıf yapılır?

APA 6th edition
Ozkok, G.A. & Tutuncu, H. (2020). Harmanlanmış E-Öğrenme Ortamı Bilgi Sistem Kalitesinin Öğrencilerin Psikososyal Algılarına Etkisinin İncelenmesi . Akdeniz Eğitim Araştırmaları Dergisi, 14(33), 1-24. doi: 10.29329/mjer.2020.272.1

Harvard
Ozkok, G. and Tutuncu, H. (2020). Harmanlanmış E-Öğrenme Ortamı Bilgi Sistem Kalitesinin Öğrencilerin Psikososyal Algılarına Etkisinin İncelenmesi . Akdeniz Eğitim Araştırmaları Dergisi, 14(33), pp. 1-24.

Chicago 16th edition
Ozkok, G. Alev and Hidayet Tutuncu (2020). "Harmanlanmış E-Öğrenme Ortamı Bilgi Sistem Kalitesinin Öğrencilerin Psikososyal Algılarına Etkisinin İncelenmesi ". Akdeniz Eğitim Araştırmaları Dergisi 14 (33):1-24. doi:10.29329/mjer.2020.272.1.

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