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

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 hipotetikmodel 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.

Investigation of the Effects of Blended E-Learning Environment’s Information System Quality on Students' Psychosocial Perceptions

The aim of this study is to investigate the effect of “Quality of Information”, “System Quality”and “Quality of Service” on students' psychosocial perceptions in the blended e-learning environment. For this purpose, the Turkish version of the Distance Education Learning Environments Scale developed by Walker (2003) to test the effect of blended e-learning environment on students' psychosocial perceptions adapted as DELES-TR (Özkök et al., 2009) and Information Systems Success Model (DeLone & McLean, 2003; Chang, 2013) adapted by Dağhan and Akkoyunlu (2016a) were used. The study group of the research consisted of 536 students who have undergraduate and graduate education in a semi-private state university with international status. The data of the study were collected in the Fall Semester of 2017-2018 Academic Year. The hypothetical model established was tested with the structural equation model. The findings of the research confirm the hypothetical model established based on Moos's (1976) social environment perspective. As a result of the research, it was seen that Service Quality, Information Quality and System Quality can directly explain the variables of Teacher Support, Student Interaction and Collaboration, Information Quality, Original Learning, Active Learning and Student Autonomy and the resulting model provides a valid, reliable and good fit. According to the research model; 51% of the teacher support variable and 20% of the student interaction and cooperation variable could be explained by the Quality of Service variable, 79% of the personal interest variable, 72% of the authentic learning variable and 42% of the active learning variable could be explained by the quality of knowledge variable, 47% of the student autonomy variable is explained by the system quality variable. In line with the results of this study, suggestions for future research are presented.

PDF

___

Anderson, G. J., & Walberg, H. J. (1974). Learning environments. In H. J. Walberg (Ed.), Evaluating Educational Performance: A Sourcebook of Methods, Instruments and Examples. Berkeley: Calif.: McCutchan Pub. pp. 81-98.
Armstrong, D. A. (2011). Students' perceptions of online learning and instructional tools: A qualitative study of undergraduate students use of online tools. Turkish Online Journal of Educational Technology, 10(3), 222-226.
Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139-153. doi: 10.1080/01587910600789498
Bromme, R., Hesse, F. W., & Spada, H. (2005). Barriers, biases and opportunities of communication and cooperation with computers: Introduction and overview. In R. Bromme, F. W. Hesse, & H. Spada (Eds.), Barriers and Biases in Computer-Mediated Knowledge Communication. Springer, Boston, MA. pp. 1-14.
Brown, D. G. (2002). The role you play in online discussions. Syllabus, 16(5), 9.
Chang, V., & Fisher, D. (2003). The validation and application of a new learning environment instrument for online learning in higher education. In M. S. Khine & D. Fisher (Eds.), Technology-Rich Learning Environments: A Future Perspective. World Scientific Publishing Co. Pte. Ltd. pp. 1-20.
Chen, H.-J. (2010). Linking employees’ e-learning system use to their overall job outcomes: An empirical study based on the IS success model. Computers & Education, 55(4), 1628-1639. doi: 10.1016/j.compedu.2010.07.005
Chou, S.-W., & Liu, C.-H. (2005). Learning effectiveness in a web‐based virtual learning environment: A learner control perspective. Journal of Computer Assisted Learning, 21(1), 65-76. doi: 10.1111/j.1365-2729.2005.00114.x
Cummings, C., Mason, D., Shelton, K., & Baur, K. (2017). Active learning strategies for online and blended learning environments. In C. Cummings, D. Mason, K. Shelton, & K. Baur (Eds.), Flipped Instruction: Breakthroughs in Research and Practice. IGI Global, pp. 88-114.
Dağhan, G., & Akkoyunlu, B. (2016a). Çevrimiçi öğrenme ortamlarında kullanım sürekliliğini yordayabilecek yapılara ilişkin geçerlik ve güvenirlik çalışması. Ege Eğitim Dergisi, 17(1), 198-224. doi: 10.12984/eed.61876
Dağhan, G., & Akkoyunlu, B. (2016b). Modeling the continuance usage intention of online learning environments. Computers in Human Behavior, 60, 198-211. doi: 10.1016/j.chb.2016.02.066
DeLone, W. H., & McLean, E. R. (1992). Information systems success: The quest for the dependent variable. Information Systems Research, 3(1), 60-95. doi: 10.1287/isre.3.1.60
DeLone, W. H., & McLean, E. R. (2003). The DeLone and McLean model of information systems success: A ten-year update. Journal of Management Information Systems, 19(4), 9-30. doi: 10.1080/07421222.2003.11045748
Fink, A. (2003). The survey handbook. Thousand Oaks, CA: SAGE Publications, Inc.
Fleischer, C. (1995). Composing teacher-research. A prosaic history. Albany, New York: State University of New York Press.
Fraenkel, J. R., & Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th Edition). New York: The McGraw Hill Companies.
Fraser, B. J. (1997). Classroom environments. In H. J. Walberg & G. D. Haertel (Eds.), Psychology and Educational Practice. Berkeley: McCutchan Publishing. pp. 323-341.
Fraser, B. J. (1998a). Classroom environment instruments: Development, validity and application. Learning Environments Research, 1, 7-33. doi: 10.1023/A:1009932514731
Fraser, B. J. (1998b). Science learning environments: Assessment, effects and determinants. In B. J. Fraser & K. G. Tobin (Eds.), International Handbook of Science Education. London: Kluwer Academic Publishers. pp. 527-564.
Giesbers, B., Rienties, B., Tempelaar, D., & Gijselaers, W. (2014). A dynamic analysis of the interplay between asynchronous and synchronous communication in online learning: The impact of motivation. Journal of Computer Assisted Learning, 30(1), 30-50. doi: 10.1111/jcal.12020
Glesne, C., & Peshkin, A. (1992). Becoming qualitative researchers: An introduction. White Plains, New York: Longman.
Graffam, B. (2007). Active learning in medical education: Strategies for beginning implementation. Medical Teacher, 29(1), 38-42. doi: 10.1080/01421590601176398
Harnar, M. A., Brown, S. W., & Mayall, H. J. (2000). Measuring the effects of distance education on the learning experience: Teaching accounting via PictureTel. International Journal of Instructional Media, 27(1), 37-49.
Hastie, M., Hung, I.-C., Shen, N.-S., & Kinshuk (2010). A blended synchronous learning model for educational international collaboration. Innovations in Education and Teaching International, 47(1), 9-24. doi: 10.1080/14703290903525812
Herner-Patnode, L., Lee, H.-J., & Baek, E.-o. (2008). Reflective e-learning pedagogy. In T. Hanssson (Ed.), Handbook of Research on Digital Information Technologies: Innovations, Methods, and Ethical Issues. IGI Global. pp. 233-248.
Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48. doi: 10.1007/BF02319856
Hrastinski, S. (2008). Asynchronous and synchronous e-learning. Educause Quarterly, 31(4), 51-55. Retrieved June 25, 2020 from https://www.learntechlib.org/p/101357/
Insel, P. M., & Moos, R. H. (1974). The social environment. In P. M. Insel & R. H. Moos (Eds.), Health and the Social Environment. Lexington, MA: D.C. Heath and Company. pp. 3-12.
Jonassen, D. H., & Land, S. M. (2000). Theoretical foundations of learning environments. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Ke, F., & Kwak, D. (2013). Constructs of student-centered online learning on learning satisfaction of a diverse online student body: A structural equation modeling approach. Journal of Educational Computing Research, 48(1), 97-122. doi: 10.2190/EC.48.1.e
Khan, B. H. (2001). Web-based training. Englewood Cliffs, New Jersey: Educational Technology Publications.
Kiritz, S., & Moos, R. H. (1974). Physiological effects of social environments. Psychosomatic Medicine, 36(2), 96-114. doi: 10.1097/00006842-197403000-00002
Lee, B.-C., Yoon, J.-O., & Lee, I. (2009). Learners' acceptance of e-learning in South Korea: Theories and results. Computers & Education, 53(4), 1320-1329. doi: 10.1016/j.compedu.2009.06.014
Lewin, K. (1935). Psycho-sociological problems of a minority group. Character & Personality; A Quarterly for Psychodiagnostic & Allied Studies, 3, 175-187. doi: 10.1111/j.1467-6494.1935.tb01996.x
Lombardi, M. (2007). Authentic learning for the 21st century: An overview. D. G. Oblinger (Ed.), ELI Paper 1, EDUCAUSE Learning Initiative. Retrieved March 1, 2020 from http://www.lmi.ub.edu/cursos/s21/REPOSITORIO/documents/Lombardi_2007_Authentic_learning.pdf
Mertler, C. A., & Vannatta, R. A. (2005). Advanced and multivariate statistical methods: Practical application and interpretation. Glendale, Los Angeles: Pyrczak Publishing.
McKinney, V., Yoon, K., & Zahedi, F. M. (2002). The measurement of web-customer satisfaction: An expectation and disconfirmation approach. Information Systems Research, 13(3), 296-315. doi: 10.1287/isre.13.3.296.76
Moore, M. G. (1989). Three types of transaction. Readings in Principles of Distance Education Series No.1, 100-105.
Moore, M. G., & Kearsley, G. G. (1996). Distance education: A system view. Wadsworth Pub. Co.
Moos, R. H. (1979). Evaluating educational environments. San Francisco, California: Jossey-Bass.
Neo, M., Neo, K. T.-K., & Tan, H. Y.-J. (2012). Applying authentic learning strategies in a multimedia and web learning environment (MWLE): Malaysian students' perspective. Turkish Online Journal of Educational Technology-TOJET, 11(3), 50-60.
Osguthorpe, R. T., & Graham, C. R. (2003). Blended learning environments: Definitions and directions. Quarterly Review of Distance Education, 4(3), 227-233. Retrieved June 24, 2020 from https://www.learntechlib.org/p/97576/
Özkök, G. A., Walker, S. L., & Büyüköztürk, Ş. (2009). Reliability and validity of a Turkish version of the DELES. Learning Environments Research, 12(3), 175-190. doi: 10.1007/s10984-009-9060-0
Özkök, G. A. (2013). Reliability and validity of the Turkish version of the web-based learning environment instrument (WEBLEI). Hacettepe University Journal of Education, 28(2), 335-347.
Perveen, A. (2016). Synchronous and asynchronous e-language learning: A case study of virtual university of Pakistan. Open Praxis, 8(1), 21-39. doi: 10.5944/openpraxis.8.1.212
Puzziferro, M., & Shelton, K. (2008). A model for developing high-quality online courses: Integrating a systems approach with learning theory. Journal of Asynchronous Learning Networks, 12, 119-136. Retrieved June 05, 2020 from https://www.learntechlib.org/p/104051/
Ranganathan, C., & Ganapathy, S. (2002). Key dimensions of business-to-consumer web sites. Information & Management, 39(6), 457-465. doi: 10.1016/S0378-7206(01)00112-4
Reeves, T. C., Herrington, J., & Oliver, R. (2002). Authentic activities and online learning. In T. Herrington (Ed.), Quality conversations: Research and Development in Higher Education. Jamison, ACT: HERDSA 2002. pp. 562-567.
Saeed, K. A., & Abdinnour-Helm, S. (2008). Examining the effects of information system characteristics and perceived usefulness on post adoption usage of information systems. Information & Management, 45(6), 376-386. doi: 10.1016/j.im.2008.06.002
Seddon, P. B., & Kiew, M.-Y. (1996). A partial test and development of Delone and Mclean’s model of IS success. Australasian Journal of Information Systems, 4(1), 90-109. doi: 10.3127/ajis.v4i1.379
Srinivasan, A. (1985). Alternative measures of system effectiveness: Associations and implications. MIS Quarterly, 9(3), 243-253.
Stern, G. G. (1974). B=f(P,E). In R. H. Moos & P. M. Insel (Ed.), Issues in Social Ecology: Human Milieus. Palo Alto, California: National Press Books. pp. 559-568.
Tam, M. (2000). Constructivism, instructional design, and technology: Implications for transforming distance learning. Educational Technology & Society, 3(2), 50-60.
Walker, S. L. (2003). Development and validation of an instrument for assessing distance education learning environments in higher education: The distance education learning environments survey (DELES). Unpublished Doctoral Dissertation, Western Australia: Curtin University of Technology.
Walker, S. L., & Fraser, B. J. (2005). Development and validation of an instrument for assessing distance education learning environments in higher education: The distance education learning environments survey (DELES). Learning Environments Research, 8(3), 289-308. doi: 10.1007/s10984-005-1568-3
Zhang, Z. (2016). Using ICT (information and communication technologies) as a partnership enabler: Challenges and recommendations. International Journal of Qualitative Research in Services, 2(3), 180-187. doi: 10.1504/IJQRS.2016.082646