october 2012 - TOJET the Turkish online journal of educational ...

More documents

Recommendations

Info

TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 According to the LSD test that was carried out for the statement “I think that distance education is a useful educational system” it was identified that 3rd class students agreed more than the 1st, 2nd and 4th class students at meaningful levels respectively P=0,036, P=0,000 and P=0,000. Also, 1st class students agreed more with the above item than the 2nd and 4th class students at meaningful levels respectively P=0,032 and P=0,042. According to the LSD test that was carried out for the statement “I want these kind of implementation methods in all our classes (including the applied ones)” it was identified that 1st class students agreed more than the 3rd and 4th class students at meaningful levels respectively P=0,025 and P=0,000. Also, 2nd class students agreed more with the above statement at a meaningful level of P=0,013 than the 4th class students. According to the LSD test that was carried out for the statement “Distance education gives more learning responsibility to me” and it was seen that 1st class students agreed more than the 2nd and 4th class students at meaningful levels respectively P=0,005 and P=0,009. According to the LSD test that was carried out for the statement “I can get enough feedback about my weaknesses in education thanks to distance education” it was identified that 1st , 2nd and 3rd class students agreed more than the 4th class students at meaningful levels respectively P=0,002, P=0,023 and P=0,006. According to the LSD test that was carried out for the statement “I think that it is better than the traditional class teaching” it was identified that 1st class students agreed more than the 2nd and 4th class students at meaningful levels respectively P=0,005 and P=0,015. According to the LSD test that was carried out for the statement “I can improve my learning by asking debative questions” , it was identified that 1st and 3rd class students agreed more than the 4th class students at meaningful levels respectively P=0,001 and P=0,035. According to the LSD test that was carried out for the statement “Applied lessons take more time than the ones in traditional class atmosphere”, it was identified that 3rd class students agreed more than the 2nd and 4th class students at meaningful levels respectively P=0,006 and P=0,019. CONCLUSION The result of this study has shown that the variables like sex, having a computer and an internet access at home, monthly income of the families of students, the place where students’ families live and class levels of the students have an influence on their opinions. For example, the female students agreed more with the statement “Distance education gives more learning responsibility to me; the male students agreed more with the statement “I can ask questions I avoid to ask in class atmosphere thanks to distance education”. Moreover, the variables like having a computer and an internet access at home, and families who live in small towns affected students’ views in positive ways. Furthermore, it was seen that class levels of the students resulted in meaningful differences between the students’ views. Students almost from every class level had more positive views on some of the statements and the views differed from each other concerning certain statements. Based on these results some recommendations can be made as follows: While designing distance education, classes that take student qualities into consideration might help them to increase their concentration. Besides, improving distance education facilities and the number of the courses accessible via distance education might help the students who have difficulties in attending the courses due to personal issues. Moreover, designing asynchronous learning facilities and improving the flexibility of the attendance may help students to attend courses without being worried to skip the classes. REFERENCES Beaudoin, M. (1990). The Instructor's Changing Role in Distance Education. The American Journal of Distance Education, 4(2), 21-29. Creed, C. (2001). The use of distance education for teachers: Report for DFID. UK: International Research Foundation for Open Learning. Gamble, L. C., & Fischer, P. E. (1993). Preparing Rural Special Educators Using Distance Learning Technology: Innovative Model. In D. Montgomery (Ed.). ACRES Conference Proceedings (pp. 134-138), Salt Lake City, UT. Grill, J. (1999). Access to Learning: Rethinking the Promise of Distance Education. Adult Learning /Technology. Summer 1999, 32-33. Copyright © The Turkish Online Journal of Educational Technology 363
TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 Hodder, J., & Carter, D. (1997). The Role of New Information Technologies in Facilitating Professional Reflective Practice Across the Supervisory Triad. Paper presented at the gasat-IOSTE Conference, Perth, Australia, December 5-8. (ERIC Document Reproduction Service No. ED 417 184). Işman, A. (2002). Proficiencies of Teachers in Sakarya on Education Technologies. The Turkish Online Journal of Educational Technology, 3 (3), 56-61. Keegan, D. (1986). Foundations of Distance Education (2nd ed.). New York: Routledge. Ludlow, B. L. (1995). Distance Education Applications in Rural Special Education: Where We've Been and Where We're Going. Rural Special Education Quarterly, 14(2), 47-52. MacKenzie, O., Christensen, E. L. & Rigby, P. H.. (1968). Correspondence Education in the United States. New York: McGraw Hill. Mohnsen, B. (2001). Instructional Software to Meet National Standards. JOPERD. 71 (3), 19-22. Mupinga, D.M. (2005). Distance Education in High Schools: Benefits, Challenges, and Suggestions. The Clearing House, 78 (3), 105-109. National Center for Education Statistics (NCES). (1999). Distance Education at Post-Secondary Education Institutions: 1997-98. U.S.: Department of Education. Phipps, R., Wellman, J., & Merisotis, J. (1998). Assuring Quality in Distance Learning: A Preliminary Review. A report prepared for the Council of Higher Education Accreditation. Washington, DC: The Institute for Higher Education Policy. Roberts, J. M. (1996). The Story of Distance Education: A Practitioner’s Perspective. Journal of the American Society for Information Science. 47(11), 811-816. Sheingold, K. & Hadley, M. (1990). Accomplished Teachers: Integrating Computers into Classroom Practice. Technical Report, Center for Technology in Education, Bank Street College of Education. Western Cooperative for Educational Telecommunications (WCET). (2004). Distance education: A consumer’s guide. Retrieved April 1, 2010 from http://www.wcet.info/Resources/publications/conguide/. Yaman, Ç. (2008). The Abilities of Physical Education Teachers In Educational Technologies and Multimedia. The Turkish Online Journal of Educational Technology, 7 (2), 20-31. Yaman, M. (2009). Perceptions of Students on the Application of Distance Education in Physical Education Lessons. The Turkish Online Journal of Educational Technology, 8 (1), 65-74. Knapper, C. (2001). The Challenge of Educational Technology. International Journal for Academic Development. 6 (2), 93-95. Copyright © The Turkish Online Journal of Educational Technology 364
Page 2 and 3:
THE TURKISH ONLINE JOURNAL OF EDUCA
Page 4 and 5:
Dear Colleagues, TOJET: The Turkish
Page 6 and 7:
TOJET: The Turkish Online Journal o
Page 8 and 9:
Page 10 and 11:
Page 12 and 13:
Page 14 and 15:
Page 16 and 17:
Page 18 and 19:
Page 20 and 21:
Page 22 and 23:
Page 24 and 25:
Page 26 and 27:
Page 28 and 29:
Page 30 and 31:
Annotation retrieval TOJET: The Tur
Page 32 and 33:
Page 34 and 35:
Page 36 and 37:
Page 38 and 39:
Page 40 and 41:
Page 42 and 43:
Page 44 and 45:
Page 46 and 47:
Page 48 and 49:
Page 50 and 51:
Page 52 and 53:
Page 54 and 55:
Page 56 and 57:
Page 58 and 59:
Page 60 and 61:
Page 62 and 63:
Page 64 and 65:
Page 66 and 67:
Page 68 and 69:
Page 70 and 71:
Page 72 and 73:
Page 74 and 75:
Page 76 and 77:
Page 78 and 79:
Page 80 and 81:
Page 82 and 83:
Page 84 and 85:
Page 86 and 87:
Page 88 and 89:
Page 90 and 91:
Page 92 and 93:
Page 94 and 95:
Page 96 and 97:
Page 98 and 99:
Page 100 and 101:
Stage 2 Process Stage 3 Output Stag
Page 102 and 103:
Page 104 and 105:
Page 106 and 107:
Page 108 and 109:
Page 110 and 111:
Page 112 and 113:
Page 114 and 115:
Learning effectiveness TOJET: The T
Page 116 and 117:
Page 118 and 119:
Appendix A: Questionnaire TOJET: Th
Page 120 and 121:
Page 122 and 123:
Page 124 and 125:
Page 126 and 127:
Page 128 and 129:
Page 130 and 131:
Page 132 and 133:
Page 134 and 135:
Page 136 and 137:
3 2.5 2 1.5 1 0.5 0 TOJET: The Turk
Page 138 and 139:
Page 140 and 141:
Page 142 and 143:
Page 144 and 145:
Page 146 and 147:
Page 148 and 149:
Page 150 and 151:
Page 152 and 153:
Page 154 and 155:
Page 156 and 157:
Page 158 and 159:
Page 160 and 161:
Page 162 and 163:
Page 164 and 165:
Page 166 and 167:
Page 168 and 169:
Page 170 and 171:
Page 172 and 173:
Page 174 and 175:
Page 176 and 177:
Page 178 and 179:
Page 180 and 181:
Computer Use Transformational Leade
Page 182 and 183:
Page 184 and 185:
Page 186 and 187:
Page 188 and 189:
Page 190 and 191:
Page 192 and 193:
Page 194 and 195:
Page 196 and 197:
Page 198 and 199:
Page 200 and 201:
Page 202 and 203:
Page 204 and 205:
Page 206 and 207:
Page 208 and 209:
Page 210 and 211:
Page 212 and 213:
Page 214 and 215:
Page 216 and 217:
Page 218 and 219:
Page 220 and 221:
Page 222 and 223:
Page 224 and 225:
Page 226 and 227:
Diverger TOJET: The Turkish Online
Page 228 and 229:
Page 230 and 231:
Page 232 and 233:
Page 234 and 235:
Page 236 and 237:
Page 238 and 239:
Page 240 and 241:
Page 242 and 243:
Page 244 and 245:
Page 246 and 247:
Page 248 and 249:
clarify their misconceptions. TOJET
Page 250 and 251:
Page 252 and 253:
Page 254 and 255:
Page 256 and 257:
Page 258 and 259:
Page 260 and 261:
Page 262 and 263:
*p < .05 TOJET: The Turkish Online
Page 264 and 265:
Page 266 and 267:
Page 268 and 269:
Page 270 and 271:
Page 272 and 273:
Page 274 and 275:
Page 276 and 277:
Page 278 and 279:
Page 280 and 281:
Page 282 and 283:
Page 284 and 285:
Page 286 and 287:
Page 288 and 289:
Page 290 and 291:
Page 292 and 293:
Page 294 and 295:
Page 296 and 297:
Page 298 and 299:
Page 300 and 301:
section to the user. TOJET: The Tur
Page 302 and 303:
Page 304 and 305:
Page 306 and 307:
Page 308 and 309:
Page 310 and 311:
Page 312 and 313:
Page 314 and 315:
Page 316 and 317:
Page 318 and 319:
Page 320 and 321:
Page 322 and 323:
Page 324 and 325: TOJET: The Turkish Online Journal o
Page 370 and 371: Statement Analysis TOJET: The Turki
Page 388 and 389: Appendices TOJET: The Turkish Onlin
Page 412 and 413: TOJEET: The Turkish Online Journal
Page 414 and 415: TOJEET: The Turkish Online Journal
Page 424 and 425:
Page 426 and 427:
eactions TOJET: The Turkish Online
Page 428 and 429:
Page 430 and 431:
Page 432 and 433:
Page 434 and 435:
Page 436 and 437:
Page 438 and 439:
Page 440 and 441:
Page 442 and 443:
Page 444 and 445:
Page 446 and 447:
Page 448 and 449:
Page 450 and 451:
Page 452 and 453:
Page 454 and 455:
Page 456 and 457:
Page 458 and 459:
Page 460 and 461:
Page 462 and 463:
Page 464 and 465:
Page 466 and 467:
Page 468 and 469:
Page 470:
show all

october 2012 - TOJET the Turkish online journal of educational ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?