Publication: Ortaöğretim öğretmenlerinin yüz yüze ve e-öğrenmeye ilişkin görüşlerinin çeşitli değişkenler açısından incelenmesi
Abstract
Bu araştırma, Bursa'daki ortaöğretim öğretmenlerinin e-öğrenme ve yüz yüze öğrenme hakkındaki görüşlerini ve bu görüşlerin çeşitli demografik değişkenler üzerindeki etkisini incelemeyi amaçlamaktadır. Araştırma kapsamında ele alınan demografik değişkenler cinsiyet, yaş, kıdem, branş, görev yapılan okul türü ve öğrenim durumudur. Betimsel tarama modeli kullanılarak yürütülen çalışmanın evrenini Bursa ilinde görev yapan ortaöğretim öğretmenleri, örneklemini Bursa ilinde görev yapan 592 ortaöğretim öğretmeni oluşturmaktadır. Veriler, 2022-2023 eğitim öğretim yılının bahar yarıyılında toplanmıştır. Araştırmada veri toplama aracı olarak araştırmacı tarafından uzman görüşleri alınarak geliştirilen ve 43 ifadeden oluşan dörtlü likert tipi anket kullanılmıştır. Anket aracılığıyla demografik özellikler ve görüşler değerlendirilmiş, toplanan veriler Bağımsız Örneklem T-Testi, ANOVA ve Welch ANOVA aracılığıyla analiz edilmiştir. Analizler sonucunda, genel bağlamda öğretmenlerin e-öğrenmeye yönelik tutumlarının daha olumsuz olduğu sonucuna varılmıştır. Öğretmenlerin e-öğrenme ve yüz yüze öğrenmeye dair görüşlerinin ise demografik değişkenlere göre farklılık gösterdiği gözlemlenmiştir. Elde edilen bulgular sonucunda; erkek öğretmenlerin, kadın öğretmenlere göre; öğrenim durumu lisansüstü olan öğretmenlerin lisans mezunlarına göre; kıdem yılı daha az olan öğretmenlerin daha kıdemlilere göre; branş grubu sayısal olan öğretmenlerin ise sözel, meslek ve yetenek olanlara göre e-öğrenmeye olumlu yaklaşım gösteren anket ifadelerine daha fazla katıldıkları belirlenmiştir. Görev yapılan okul türü değişkenine göre elde edilen bulgularda ise İmam Hatip Liselerinde görev yapan öğretmenlerin, özellikle kapsayıcı bir öğrenme ortamı yaratmanın zor olduğu görüşüne daha fazla katıldıkları gözlemlenmiştir. Yaş değişkeninde Anova analizinde anlamlı ifadeler bulunsa da, post hoc sonucu görülmemiştir. Elde edilen sonuçlar doğrultusunda, çalışmanın kapsamını genişleterek öğretmen görüşlerini nitel yöntemlerle derinlemesine incelemek ve farklı örneklemlerle benzer çalışmalar yapmak önerilirken, incelenen değişkenlerin ihtiyaçlarına göre destek programlar oluşturularak e-öğrenmedeki olumsuz tutumları azaltma uygulamaları da yapılabilir.
This research aims to examine the opinions of secondary school teachers in Bursa regarding e-learning and face-to-face learning, as well as the impact of various demographic variables on these opinions. The demographic variables considered in the study include teachers’ gender, age, tenure, subject area, type of school they work at, and educational background. The study conducted by using a descriptive survey model. The population of a study consists of secondary school teachers working in Bursa, while the sample consists of 592 secondary school teachers working in Bursa. The data were collected during the spring semester of the 2022-2023 academic year.In the study, a four-point Likert-type questionnaire consisting of 43 statements that developed by the researcher by taking expert opinions was used as a data collection tool. Through the questionnaire, demographic characteristics and opinions were assessed, and the collected data were analyzed by using Independent Samples T-Test, ANOVA, and Welch ANOVA. The analysis revealed that, overall, teachers' attitudes towards e-learning were mainly negative. However, teachers' opinions on e-learning and face-to-face learning varied according to demographic variables.The findings revealed that male teachers showed a higher inclination towards e-learning compared to their female counterparts, teachers with postgraduate education status exhibited a more positive attitude towards e-learning than those with undergraduate education status, those with fewer years of tenure displayed a greater positivity compared to those with more experience, and teachers specializing in numerical subject areas expressed more positivity than those in verbal, vocational, and talent-related fields. Additionally, concerning the school type variable, it was noted that teachers in Imam Hatip Schools tended to perceive the creation of an inclusive learning environment as particularly challenging. Although significant expressions were found in the age variable in the ANOVA analysis, post hoc results were not observed.Based on the results, it is recommended to expand the scope of the study to thoroughly examine teacher opinions using qualitative methods and to conduct similar studies with different samples. Additionally, it is suggested to develop support programs tailored to the needs of the examined variables to reduce negative attitudes toward e-learning practices.
This research aims to examine the opinions of secondary school teachers in Bursa regarding e-learning and face-to-face learning, as well as the impact of various demographic variables on these opinions. The demographic variables considered in the study include teachers’ gender, age, tenure, subject area, type of school they work at, and educational background. The study conducted by using a descriptive survey model. The population of a study consists of secondary school teachers working in Bursa, while the sample consists of 592 secondary school teachers working in Bursa. The data were collected during the spring semester of the 2022-2023 academic year.In the study, a four-point Likert-type questionnaire consisting of 43 statements that developed by the researcher by taking expert opinions was used as a data collection tool. Through the questionnaire, demographic characteristics and opinions were assessed, and the collected data were analyzed by using Independent Samples T-Test, ANOVA, and Welch ANOVA. The analysis revealed that, overall, teachers' attitudes towards e-learning were mainly negative. However, teachers' opinions on e-learning and face-to-face learning varied according to demographic variables.The findings revealed that male teachers showed a higher inclination towards e-learning compared to their female counterparts, teachers with postgraduate education status exhibited a more positive attitude towards e-learning than those with undergraduate education status, those with fewer years of tenure displayed a greater positivity compared to those with more experience, and teachers specializing in numerical subject areas expressed more positivity than those in verbal, vocational, and talent-related fields. Additionally, concerning the school type variable, it was noted that teachers in Imam Hatip Schools tended to perceive the creation of an inclusive learning environment as particularly challenging. Although significant expressions were found in the age variable in the ANOVA analysis, post hoc results were not observed.Based on the results, it is recommended to expand the scope of the study to thoroughly examine teacher opinions using qualitative methods and to conduct similar studies with different samples. Additionally, it is suggested to develop support programs tailored to the needs of the examined variables to reduce negative attitudes toward e-learning practices.
Description
Keywords
E-Öğrenme, Yüz Yüze Öğrenme, Öğretmen Görüşleri, Karşılaştırmalı Analiz. E-learning, Face-to-face Learning, Teacher Opinions, Comparative Analysis