Faculty of Education Students' Attitudes Toward Internet and Implications for Online Learning

Bu çalışmanın amacı Internete yönelik bir tutum ölçeği geliştirmek ve eğitim fakültesi öğrencilerinin Internete yönelik tutumlarının cinsiyet, Internet tecrübesi, öğretimsel bir araç olarak Internet hakkındaki düşünceleri ve Internet-tabanlı ve yüz-yüze öğrenme arasındaki tercihlerine göre değişip değişmediğini incelemektir. Araştırma verileri lisans düzeyindeki 249 (100 erkek, 149 bayan) Eğitim Fakültesi öğrencisinden elde edilmiştir. Açıklayıcı faktör analizi sonrası pratiklik, iletişim, ve kullanım becerisi olarak adlandırılan üç faktör ortaya çıkmıştır. Faktör analizi ve iç güvenirlik katsayısı sonuçlarına göre ölçek yeterli güvenirlik ve geçerliğe sahiptir. T-testi sonuçlarına göre, pratiklik ve iletişim alt boyutlarında cinsiyete göre faklılık bulunmazken kullanım becerisi alt boyutunda erkeklerin lehine anlamlı farklılık bulunmuştur. Internet-tabanlı öğrenmeyi tercih eden öğrencilerin yüz-yüze öğrenmeyi tercih edenlerden üç alt boyutta da daha yüksek tutuma sahip oldukları gözlenmiştir. Ayrıca, Internet tecrübesi daha yüksek olan öğrencilerin üç alt boyuttaki tutumları Internet tecrübesi daha az olanlardan daha yüksek olarak gözlenmiştir. Iki yönlü ANOVA sonuçları öğrencilerin Internet-tabanlı bir derse katılma istekleri ve Internet tecrübelerinin onların Internete yönelik tutumları üzerinde ana etkiye sahip olduklarını göstermiştir. Ilgili literatür ve bu çalışmanın bulgularını dikkate alarak çevrimiçi öğrenme için çıkarımlar yapılmıştır.

Eğitim Fakültesi Öğrencilerinin İnternete Yönelik Tutumları ve Çevirimiçi Öğrenme İçin Çıkarımlar

The purpose of this study is to develop an attitude scale toward Internet and to investigate whether faculty of education students’ attitude levels differ significantly according to their gender, Internet experience, opinions about Internet as an instructional medium and their preferences between Internet-based and face-to-face learning. The research data were obtained from 249 undergraduate (100 male, 149 female) faculty of education students. Three factors, named as practicability, communication and usage skill, were identified after an explanatory factor analysis. The results of factor analysis and internal reliability coefficients suggest that the scale is a valid and reliable instrument. According to the t-test results, while there were no gender differences on the practicability and communication subscales, male students demonstrated significantly higher attitude levels than the females did on the usage skill subscale. The students, who prefer to participate in an Internet-based course, expressed significantly higher attitudes on the three subscales than the students who prefer face-to-face learning. The students with more Internet experience tended to have higher attitude levels on the three subscales than the students with less Internet experience. Two-way ANOVA results indicated that students’ desire to participate in an internet-based course and their Internet experience had main effects on their attitudes toward Internet. Implications for online learning are suggested depending on literature and the findings of the study.

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