Yükseköğretimde Her Yerde Öğrenmenin Akademik Başarı ve Motivasyona Etkisi

Bu araştırmada, her yerde öğrenmenin üniversite düzeyinde bir uygulaması yapılarak sonuçlar, ders başarısı ve derse yönelik motivasyon açısından değerlendirilmiştir. Araştırmada nicel araştırma yöntemlerinden deneysel desen kullanılmıştır. Trabzon ilinde, sınıfında uygulama için yeterli internet altyapısı olan bir üniversitede, Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü 2.sınıf İnsan Bilgisayar Etkileşimi dersi kapsamında gönüllü öğrencilerinden oluşan bir örneklem seçilmiştir. Katılımcılar deney grubu ve kontrol grubu olarak ikiye ayrılmıştır. Gruplar 21’er kişiden oluşmaktadır. Deney grubuna 4 hafta boyunca her yerde öğrenme etkinlikleri destekli öğretim uygulanırken kontrol grubuna aynı öğretim her yerde öğrenme desteği olmadan sağlanmıştır. Araştırma sonucunda her yerde öğrenmenin uygulandığı öğrenci grubunun akademik başarıları ve motivasyon puanları diğer gruba göre anlamlı farklılık gösterdiği sonucuna ulaşılmıştır. Ayrıca, araştırma süreci ve sonuçları dikkate alınarak uygulamaya ve araştırmaya yönelik bir takım önerilerde bulunulmuştur.

Anahtar Kelimeler:

Her yerde öğrenme, akademik başarı, motivasyon, insan bilgisayar etkileşimi

The Effect of Ubiquitous Learning on Academic Achievement and Motivation in Higher Education: The Case of Human-Computer Interaction Course

In this study, ubiquitous learning method was implemented in higher education and the results were analyzed in terms of course achievement and motivation for the course. The study was conducted through experimental research design. The sample of the study is undergraduate students who are in their second year in a higher education institution having sufficient internet infrastructure within the classrooms in Trabzon province, are registered to Human-Computer Interaction course at Computer Education and Instructional Technology Department, and are voluntary to participate in the study. The participants are divided into two as experimental and control group. Each group has 21 students. While the instruction supported with ubiquitous learning activities was conducted in the experimental group throughout 4 weeks, the same instruction without ubiquitous learning activities was conducted in the control group. According to the study results, the academic achievement and motivation scores of the student group for which ubiquitous learning was implemented is significantly different than the control group. In addition, as considering research process and results, it was made recommendations for future research and implementation. *CRITICAL: This study was conducted by the first author as a part of a master’s thesis under the supervision of the second author.

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