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Öğrenmeye Yönelik Ebeveyn Desteğinin Öğrencilerin Çevrim içi Öğrenme Hazırbulunuşluğundaki Rolü

Bu araştırmanın amacı öğrencilerin çevrim içi öğrenme hazırbulunuşluğunda öğrenmeye yönelik ebeveyn desteğinin rolünün incelenmesidir. Daha özel olarak öz belirleme kuramı çerçevesinde lise öğrencilerinin öğrenmeye yönelik anne ve baba desteği algılarının çevrim içi öğrenmeye yönelik hazırbulunuşluklarını yordama düzeyleri incelenmiştir. Araştırmanın katılımcıları pandemi döneminde çevrim içi öğretime katılan 868 lise öğrencisidir. Araştırma kapsamında veriler çevrim içi bir form aracılığıyla çevrim içi öğrenmeye yönelik hazırbulunuşluk ölçeği ve öğrenmeye yönelik ebeveyn desteği ölçeklerinin anne ve baba formlarıyla toplanmıştır. Toplanan veriler betimsel analizler, Pearson korelasyonu ve çoklu doğrusal regresyon ile analiz edilmiştir. Betimsel bulgulara göre öğrencilerin çevrim içi öğrenme hazırbulunuşluklarının ve öğrenmeye yönelik anne ve baba desteği algılarının ortalamanın üzerinde olduğu belirlenmiştir. Ayrıca, öğrenmeye yönelik baba desteğinin öğrencilerin bilgisayar/internet öz yeterliği ile iletişim öz yeterliğinin anlamlı bir yordayıcısı olduğu görülürken öğrenmeye yönelik anne desteğinin ise öz yönelimli öğrenmenin anlamlı bir yordayıcısı olduğu görülmüştür. Son olarak öğrenmeye yönelik hem anne hem de baba desteğinin öğrenen kontrolü ve öğrenme motivasyonunun anlamlı yordayıcıları olduğu ortaya konulmuştur. İlgili alanyazında yüz yüze öğretim için elde edilen bulgulara benzer şekilde, lise düzeyinde sunulan çevrim içi öğretim için de öğrenmeye yönelik hem anne hem de baba desteğinin kritik rolü ortaya konulmuştur. Araştırmanın bulgularına dayalı olarak hem gelecek araştırmalara hem de uygulamaya dönük öneriler sunulmuştur.

Anahtar Kelimeler:

Çevrim içi öğrenme, çevrim içi öğrenme hazırbulunuşluğu, ebeveyn desteği

The Role of Parental Support for Learning in Students' Online Learning Readiness

This study aims to investigate the role of parental support for learning in students’ readiness for online learning. More specifically, how high school students’ perceived mother and father support for learning predict their readiness for online learning was investigated based on the self-determination theory. The participants of this study were 868 high school students who participated in online courses during the pandemic period. The data were collected through an online form including the learner readiness for online learning scale and the mother and father forms of the parental support for learning scale. The collected data were analyzed through descriptive statistics, Pearson correlation, and multiple linear regression. The descriptive findings indicated that students’ readiness levels for online learning and their perceptions of mother and father’s support for learning are more than moderate. Besides, the mother's support is a significant predictor of self-directed learning while the father’s support is a significant predictor of computer/internet self-efficacy and communication self-efficacy. Finally, both mother and father’s support are significant predictors of learner control and motivation. Similar to the findings obtained for face-to-face education in the relevant literature, the critical role of both mother and father’s support for learning was shown for online learning at the high school level. Based on the findings of this study, the recommendations were presented for both future studies and practices.

Keywords:

Online Learning, Online Learning Readiness, Parental Support,

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