Views of High School Students About Distance Education

In recent years with the developments in information technologies, use of distance education at higher education institutions has expanded. Learners can choose a specific higher education institution due to several reasons. Research states that such a preference is based on several factors, including status of the institution, geographical status of the university, recommendations by individuals (family members, teachers, peers, etc.), interest of learners, future job opportunities, success of university, social opportunities of the city and availability of evening education courses. The major factor in successful distance education is learners. More specifically, the demographical qualities, interests and attitudes of students play a major role in distance education. The views of the high school graduates preparing for university entrance examination about distance education have not been analysed. This study aims at uncovering the views of high school students preparing for university entrance examination about distance education and their motivations for choosing distance education institutions. The data of the study were collected through a survey consisting of 36 likert scale questions. It was administered to 223 high school students. The findings state that most of the students don’t want to choose a program in distance education. Nearly half of the participants reported that instead of choosing a distance education program in a high-quality institution, they might prefer the same program in an ordinary university. Another finding shows that only 22% of the participants planned to enrol for a two-year higher education. However, in Turkey distance education programs are vastly common in these institutions. Nearly half of the participants reported that major advantages of distance education (efficient time management, easy communication, low cost, courses by specialists, etc.) were not beneficial for them. Nearly 60% of the students reported that their choice over distance education would not be supported by guidance teachers, family members and friends. Therefore, these key -groups should be taken into consideration by distance education institutions in their promotional and advertising activities.

Keywords:

distance education, choosing course choosing university, university entrance examination,

PDF

___

Akar, C. (2012). Üniversite Seçimini Etkileyen Faktörler: İktisadi ve İdari Bilimler Öğrencileri Üzerine Bir Çalışma, Eskişehir Osmangazi Üniversitesi İİBF Dergisi, 7(1), 97-120.
Aktürk, A. O., Şahin, İ., Sünbül, A. M. (2008). Bilgisayar Öğretmen Adaylarının Web Temelli Öğretim Hakkındaki Görüşleri. 8th International Educational Technology Conference, Eskişehir-Türkiye, 855-861.
Alper, A., Deryakulu, D. (2008). Web Ortamlı Probleme Dayalı Öğrenmede Bilişsel Esneklik Düzeyinin Öğrenci Başarısı ve Tutumları Üzerindeki Etkisi, Eğitim ve Bilim, 33(148), 49-63.
Altan, T. & Seferoğlu, S. (2009). Uzaktan Eğitimde Değerlendirme Süreci: Öğrenci Görüşlerinin Sistemin Gelişimine Katkıları. 3rd International Computer & Instructional Technologies, Trabzon: Karadeniz Technical University Press, 861-865.
Baturay, M. & Bay, Ö. F. (2009). Uzaktan Eğitimi Tercih Eden Öğrencilerin Demografik Özellikleri. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 13, 17-26.
Belcheir, M. J. & Cucek, M. (2002). Faculty Perceptions of Teaching Distance Education Courses. Research Report, 2002-02.
Birişçi, S. (2013). Video Konferans Tabanlı Uzaktan Eğitime İlişkin Öğrenci Tutumları ve Görüşleri, Journal of Instructional Technologies & Teacher Education, 1(2), 24-40.
Brinkerhoff, J. & Koroghlanian, C. M. (2005). Student Computer Skills And Attitudes Toward İnternet-Delivered İnstruction: An Assessment Of Stability Over Time And Place. Journal of Educational Computing Research, 32(1), 27-56.
Cerit, Y., Yıldız, K. & Akgün, N. (2007). Üniversite Seçiminde Etkili Olan Faktörlere İlişkin Eğitim Fakültesi Öğrencilerinin Görüşleri, Milli Eğitim, 173, 314-330.
Chang, S. C. & Tung, F. C. (2008). An empirical investigation of students' behavioural intentions to use the online learning course websites. British Journal of Educational Technology, 39(1), 71-83.
Çiftçi, G. E., Bülbül, S.F., Muluk, N.B., Duyan, G.Ç. & Yılmaz, A. (2011). Sağlık Bilimleri Fakültesini Tercih Eden Öğrencilerin, Üniversite ve Meslek Tercihlerinde Etkili Olan Faktörler (Kırıkkale Üniversitesi Örneği), J Kartal TR, 22(3), 151-160 doi: 10.5505/jkartaltr.2011.98704.
Davis, F. D. (1986). A technology acceptance model for empirically testing new end-user information systems: Theory and results (Unpublished doctoral thesis, Sloan School Of Management, Massachusetts Institute of Technology).
Drennan, J., Kennedy, J. & Pisarski, A. (2005). Factors affecting student attitudes toward flexible online learning in management education. The Journal of Educational Research, 98(6), 331-338.
Erturgut, R. (2008). İnternet Temelli Uzaktan Eğitimin Örgütsel, Sosyal, Pedagojik ve Teknolojik Bileşenleri, Bilişim Teknolojileri Dergisi, 1(2), 79-85.
Gündüz, S., Yıldırım, R., Karakırık, E., Capparova, R. & Rayımbekova, D. (2014). Üniversite Öğrencilerinin Video-Telekonferans Ders Uygulamasına Bakışı, Turkish Studies - International Periodical For The Languages, Literature and History of Turkish or Turkic, 9(5), 1041-1052.
Işık, A. H., Karakış, R. & Güler, İ. (2010). Postgraduate students’ attitudes towards distance learning (The case study of Gazi University), Procedia Social and Behavioral Sciences 9(2010), 218-222.
Kandemir, O. (2014). Türkı̇ye’de Yükseköğretı̇m Düzeyıinde Uzaktan Eğitim Uygulamaları: Eğitimde Fırsat Eşitliği ve Ekonomik Kalkınma, Turkish Studies - International Periodical For The Languages, Literature and History of Turkish or Turkic, 9(5), 1155-1176.
Karabacak, K. (2013). Lisansüstü Bilimsel Araştırma Teknikleri (BAT) Dersinin Uzaktan Öğretimine İlişkin Uzaktan Öğretim Öğrencilerin Görüşleri, VI. Ulusal Lisansüstü Eğitim Sempozyumu, Sakarya, 75-84.
Katz, Y. J. (2002). Attitudes affecting college students’ preferences for distance learning, Journal of Computer Assisted Learning, 18, 2-9.
Kirby, D., Barbour, M. K., & Sharpe, D. B. (2012) Student Perceptions and Preferences for Tertiary Online Courses: Does Prior High School Distance Learning Make a Difference?, Education Faculty Publications, Paper 114. http://digitalcommons.sacredheart.edu/ced_fac/114
Rogers, E. (1995). Diffusion of innovations. New York:Free Press, 12.
Yalman, M., Kutluca, T. (2013). Matematik Öğretmeni Adaylarının Bölüm Dersleri İçin Kullanılan Uzaktan Eğitim Sistemi Hakkındaki Yaklaşımları, Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 21 (2013) 197-208.
Yılmaz, Ö. (2012). Öğrencilerin Üniversite Tercihini Etkileyen Kriterlerin Belirlenmesinde Analitik Hiyerarşi Proses Uygulaması ve Süleyman Demirel Üniversitesi Örneği. (Unpublished master’s thesis). Süleyman Demirel Üniversitesi, Isparta.

Participatory Educational Research-Cover

ISSN: 2148-6123
Yayın Aralığı: Yılda 6 Sayı
Başlangıç: 2014
Yayıncı: Özgen KORKMAZ

Arşiv