Ramazan ATASOY, Celalettin ÖZDEN, Dönay Nisa KARA

Covid-19 Pandemi Sürecinde Yapılan E-Ders Uygulamalarının Etkililiğinin ÖğrencilerinPerspektifinden Değerlendirilmesi

Covid-19 pandemisi birçok ülkede toplu yaşama ilişkin süregelen bireysel, toplumsal, kamusal vekurumsal eylemleri ve alışkanlıkları derinden etkilemiştir. Bu etkilenmenin en yoğun yaşandığı kamukurumlarının birisi de alışılagelmiş eğitim ortam ve yöntemlerini hızlı bir şekilde değiştirmek vedönüştürmek zorunda kalan eğitim örgütleri olmuştur. Bu araştırmada üniversite öğrencilerinin Covid-19pandemi sürecinde almış oldukları e-derslere yönelik memnuniyet algıları ile öğretmen yenilikçiliğinin e öğrenmeye yönelik öğrenci memnuniyetini yordama düzeyi ortaya konulmak amaçlanmıştır. Araştırmanınörneklemini Kuzey Kıbrıs Türk Cumhuriyeti’nde (KKTC) özel bir üniversitenin fen edebiyat ve eğitimfakültelerinde e-dersler yoluyla öğrenim gören farklı sınıf seviyelerinden basit seçkisiz örnekleme yöntemiile seçilmiş 263 üniversite öğrencisi oluşturmaktadır. Veri toplama aracı olarak ‘E-derslere yönelikmemnuniyet ölçeği’ ile TALIS 2018’de kullanılan öğretmen yenilikçiliği boyutu kullanılmıştır. Veriler SPSS23 paket programı ile analiz edilmiştir. Araştırmada betimsel ve kestirimsel istatistikler kullanılmıştır. Araştırmada e-derslere yönelik öğrenci memnuniyeti orta düzeyde olduğu, en düşük memnuniyetin materyalboyutunda, en yüksek memnuniyet ise öğrenci-öğretmen etkileşimi ve öğretmen yenilikçiliği boyutlarındaolduğu sonucuna ulaşılmıştır. Cinsiyete göre erkek katılımcılar lehine, anne eğitim durumuna göre annelerilise ve üzeri eğitim alan öğrenciler lehine e-ders etkinliklerine yönelik ilgi, memnuniyet ve motivasyondüzeylerinin yüksek olduğu bulgusuna ulaşılmıştır. Kadın katılımcılar ve Türkçe gurubu öğretmenlik bölümükatılımcıları yüz yüze öğrenme etkinliklerini daha çok tercih etme eğiliminde olduğu sonucuna daulaşılmıştır. Ayrıca, okuduğu bölüme göre bilgisayar bölümü öğrencilerinin lehine, ders amaçlı internetkullanımına göre interneti daha çok kullananlar lehine anlamlı farklılıklar bulunmuştur. Son olarak, e-dersmemnuniyeti ile öğretmen yenilikçiliği arasında güçlü bir korelasyon bulunmuş olup, öğretmenyenilikçiliğinin öğrencilerin e-ders memnuniyetinin anlamlı bir yordayıcısı olduğu sonucuna ulaşılmıştır. E öğrenme süreçlerinde öğrenci memnuniyetinin artırılması için başta öğretmen niteliklerinin geliştirilmesiolmak üzere, öğrenci memnuniyetini öne çıkaran e-ders uygulamalarının tüm süreçlerinin titizlikleplanlanması, hazırlanması ve uygulanması önerilmektedir.

Covid-19 Pandemi Sürecinde Yapılan E-Ders Uygulamalarının Etkililiğinin Öğrencilerin Perspektifinden Değerlendirilmesi

Covid-19 pandemic has deeply affected ongoing individual, social, public, and institutional actionsand habits regarding communal life in many countries. One of the most affected public institutions has beeneducational institutions that have to change and transform the natural educational environment and methodsrapidly. This study aims to reveal the perception of university students’ satisfaction for the e-courses theyreceived during the Covid-19 pandemic and the level of teacher innovativeness that predicts studentsatisfaction for e-learning. The study sample consists of 263 university students studying through e-coursesin science and education faculties of a private university in the Turkish Republic of Northern Cyprus (TRNC)and selected by a simple random sampling method from different grade levels. The ‘satisfaction scale for e course’ and the teacher innovativeness dimension used in TALIS 2018 were used as data collection tools.The data were analyzed with SPSS 23 software program. Frequency, percentage, arithmetic mean, andstandard deviation for descriptive statistics, t-test and one-way analysis of variance (One Way ANOVA)were used to test the differences between groups, and Pearson Correlation analysis and regression analysiswere used to determine the relationships between variables in the research. Student satisfaction for e-coursesis at a medium level, the lowest satisfaction is in the material dimension, and the highest is the student teacher interaction and teacher innovativeness dimensions. It has been found that the interest, satisfaction,and motivation levels of male participants whose mothers received high school education or higher educationare high for e-lesson activities for male participants according to gender. Female participants and Turkishgroup teaching department participants have been found to prefer face-to-face learning activities. Also, thereare significant differences for computer department students according to the department they study, and onbehalf of those who use the internet more for lecture purposes. Finally, a strong correlation has been found between e-course satisfaction and teacher innovativeness. It has been concluded that teacher innovativenessis a significant predictor of students’ e-course satisfaction. Carefully planning, preparing, and implementingall processes of e-course practices that emphasize student satisfaction, especially develop teacherqualifications, and are recommended to increase student satisfaction in e-learning processes.

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