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TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 found(F(4,128)=3,072,p=0,019).In the post-hoc tests performed after the one way anova analysis, it was apparent that the Instructors working as research assistants were having a harder time with associating themselves with the technology than the Instructors working as assistant professors. Table 6. Responses to the items of the questionnaire according to the t-test results of computer experience Instructors within the framework of quality processes lack of basic information technology Students do not have enough technology in quality processes The internet site competences are uploadedtodoes not work Inexperienced 79 3.52 Experienced 51 3.12 Inexperienced 79 2.96 Experienced 52 2.56 Inexperienced 79 2.73 Experienced 52 2.35 N Mean T df Copyright © The Turkish Online Journal of Educational Technology Sig. (2tailed) 2.225 128 0.028 2.258 129 0.026 2.478 129 0.015 The T-test was administered in order to determine whether or not the lecturer responses given to the questionnaire revealed any differences according to experience of computer use or not. According to the t -test results, the responses of the instructors differed in only three items according to experience of computer use. The T-test results revealed that participants who lacked experience of computer use, stated that they did not have sufficient knowledge of basic information technology within the framework of quality processes (t(128)=2,225,p=0.028). Besides, participants who lacked experience of computer use stated that students did not have sufficient technology within the framework of quality processes (t(129)=2,258,p=0.026). Inexperienced users complained more than experienced users in that the internet site competences uploaded to did not work (t(129)=2,478,p=0.015). Responses given by instructors to the items of the questionnaire revealed no difference according to the t-test results of computer experience RESULTS According to research results, the majority of the participants were male. Of the participants 61% of instructors had previously received computer training. The instructors’experiences ofusingcomputers and the Internetis analyzedand the instructorsare reported to have been using computers for an average of15:59 years, the internetfor12:41years. As a result of the statistical analysis on the28 item assessment tool, the t-test analysis revealed significant differences according togender in onlythreeitems. Analysis carried out according to receiving computer training or not, showed significant differences in only 4 items. The One Way Anova analysis conducted according to the titles of instructors indicated significant differences in seven items. The analysis carried out according to experience of computers, found significant differences in three items, whereas no significant differences were found in items related to experience of the internet. According to the research results, the instructors’ perceptions of the barriers did not differ widely according to gender, having received computer training or not, computer experience and experiences of the internet. It is suggested that future research topics related to the perceptions of barriers faced by the teaching staff within the framework of quality processes should obtain the views of instructors explained qualitatively and studies should be conducted by selecting a method of qualitative research. REFERENCES Ahola, S. &Mesikammen, J. (2003). Finnish Higher Education Policy and the Ongoing Bologna Process. Higher Education in Europe.28(2), 217-227. Fejes, A. (2008). European Citizens under Construction: The Bologna process analysed from a governmentality perspective.Educational Philosophy and Theory. 40(4). 515-530. Heinze, T &Knill, C. (2008). Analyzing the differential impact of the Bologna Process Theoretical considerations on national conditions for international policy convergence. Higher Education. 56:493- 510. http://www.saudek.sakarya.edu.tr/index.php?page=gnl&cpage=mivite http://www.saudek.sakarya.edu.tr/index.php?page=gnl&cpage=satoka İşman, A. (2011). Instructional Design In Education: New Model. TOJET: The Turkish Online Journal of Educational Technology – January 2011, volume 10 Issue 1. 136 – 142 İşman, A. & Canan Ö. (2008).Barriers of Adapting Technology by Teacher Candidates.International Educational Technology Conference 2008. Eskisehir. 193 – 198. 193
TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 İşman, A., Gündüz, H.B. &Canan Ö. (2008).Barriers of Adapting Technology by Education Administrator Candidates.International Educational Technology Conference 2008. Eskisehir. 189 – 192. İşman,A. &İşbulan, O. (2010). Usability Level of Distance Education Website (Sakarya University Sample).TOJET: The Turkish Online Journal of Educational Technology – January 2010, volume 9 Issue 1. 243 – 258. Pagnucci, G.S.(1998). Crossing Borders and Talking Tech: Educational Challenges. Theory Into Practice, Technology and the Culture of Classrooms, 37(1). Ohio. Roblyer, M.D & Edwards, J. (2000). Integrating Educational Technology into Teaching (2 nd ed.). Columbus, Ohio: Merrill Neave, G &Maessen, P. (2007) The Bologna, Process: An Intergovernmental Policy Perspective. P. Maassen and J. P. Olsen (eds.), University Dynamics and European Integration, 135–154. Schneckenberg, D. (2009).Understanding the real barriers to technology-enhanced innovation in higher education. Educational Research. 51(4). 411-424. Copyright © The Turkish Online Journal of Educational Technology 194
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