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E-öğrenme Ortamlarında Öğrenme Stilleri ve Akademik Başarı Arasındaki İlişkinin İncelenmesi

Year 2019, Volume: 12 Issue: 2, 532 - 549, 30.04.2019
https://doi.org/10.30831/akukeg.407029

Abstract

Bu
çalışmada e-öğrenme ortamlarındaki öğrencilerin öğrenme stillerinin akademik
başarı üzerindeki etkisi araştırılmıştır. Araştırmada “e-öğrenme stilleri,
çevrim içi derslere katılım, video kayıtlarını izleme değişkenleri akademik
başarının yordayıcısı mıdır?” sorusuna yanıt aranmıştır. Araştırma ölçme ve
değerlendirme dersi kapsamında öğretim yönetim sistemi üzerinden 14 hafta
boyunca çevrimiçi derslerle yürütülmüştür. Öğrencilere bu kurs sonunda
pedagojik formasyon eğitim sertikası verilmiştir. Araştırmada 2016-2017 öğretim
yılında uzaktan eğitim yoluyla pedagojik formasyon eğitimi alan 501 öğrenciye
(351 kadın, 150 erkek) Gülbahar ve Alper (2014) tarafından geliştirilen
E-Öğrenme Stilleri Ölçeği ve Başarı testi uygulanmıştır. Araştırmacılar
tarafından geliştirilen, araştırma grubuna benzeyen başka bir grupta denenerek
güvenilir ve geçerli sonuçlar verdiği belirlenen Başarı Testi çalışma grubuna
uygulanarak, bu testten alınan puanlar akademik başarının ölçüsü olarak kabul
edilmiştir. Verilerin çözümlenmesinde aşamalı çoklu regresyon analizi
kullanılmıştır. Araştırma sonuçlarına göre, çevrimiçi derslere katılma, video
kayıtlarını izleme, aktif öğrenme stili ve bağımsız öğrenme stili e-öğrenme
ortamında akademik başarıyı yordamaktadır. Bu dört değişken akademik başarıdaki
toplam varyansın %7’sini açıklamaktadır.

References

  • Ağca, R., K. (2006). Hipermedya ortamlarda öğrenme stillerine dayalı farklı Gezinti yapılarının öğrenci başarısına etkisi. Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Yüksek Lisans Tezi.
  • Albayrak, A. S. (2006). Uygulamalı çok değişkenli istatistik teknikleri. Asil Yayın Dağıtım.
  • Beadles II, N. A., & Lowery, C. M. (2007). Self-selection into degree programs: Differences in preferred learning styles between online students and traditional students. Academy of Educational Leadership Journal, 11(2), 103-112.
  • Buerck, J. P., Malmstrom, T., & Peppers, E. (2003). Learning environments and learning styles: Non-traditional stdent enrollment and success in an Internet-based versus a lecture-based computer science course. Learning Environments Research, 6(2), 137-155.
  • Butler, K. A. (1987). Learning and teaching style: In theory and practice. Learners Dimension.
  • Büyüköztürk, Ş. (2017). Sosyal bilimler için veri analizi el kitabı. Pegem Atıf İndeksi, 1-213.
  • Canfield, A. A. (1988). Learning styles inventory. Western psychological services.
  • Cassidy, J. (2004). Learning styles: An overview of theories, models, and measures. Educational Psychology, 24(4), 419-444.
  • Cook, L. (1991). Learning style awareness and academic achievement among community college students. Community College Journal of Research and Practice, 15, 419–425.
  • Çakıroğlu, Ü. (2014). Analyzing the effect of learning styles and study habits of distance learners on learning performances: A case of an introductory programming course. The International Review of Research in Open and Distributed Learning, 15(4).
  • Dağ, F. & Geçer, A. (2009). Relations between online learning and learning styles. Procedia Social and Behavioral Sciences, 862–871.
  • Felder, R.M. (1993). Reaching the second tire-learning styles and teaching styles in college science education. Journal of College Science Teaching, 23 (5), 286-290.
  • Felder, R. M. (1996). Matters of Styles. ASEE Prism, 6 (4), 18-23. Retrieved from http://www.ncsu.edu/felderpublic/Papers/LS-Prism.htm Felder, R. M. & Siverman L. (1988). Learning and Teaching Styles in Engineering Education. Engineering Education, 78(7), 674-681. Retrieved from http://www.ncsu.edu/felder-public/Papers/LS-1988.pdf
  • Gülbahar, Y., & Alper, A. (2014). Development of e-learning styles scale for electronic environments. Egitim ve Bilim, 39(171).
  • Gregorc, A. F. (1979). Learning/teaching styles: Their nature and effects. Student learning styles: Diagnosing and prescribing programs, 19-26.
  • Howland, J. L., & J. L. Moore. 2002. Student perceptions as distance learners in Internet-based courses. Distance Education, 23 (2), 83–195.
  • Hsu, T. E. (1994). Effects of learner cognitive styles and metacognitive tools on information acquisition paths and learning in hyperspace environments. Retrieved from https://eric.ed.gov/?id=ED373721
  • Ilgaz, H., & Aşkar, P. (2009). Çevrimiçi uzaktan eğitim ortamında topluluk hissi ölçeği geliştirme çalışması. Turkish Journal of Computer and Mathematics Education, 1(1), 27-35.
  • Jahanbakhsh, R. (2012). Learning styles and academic achievement: A case study of Iranian high school girls’ students. Procedia - Social and Behavioral Sciences, 51, 1030 – 1034.
  • Kalaycı, Ş. (2009). SPSS applied multivariate statistical techniques. Ankara: Asil Publishing.
  • Kanadlı, S. (2016). A meta-analysis on the effect of instructional designs based on the learning styles models on academic achievement, attitude and retention. Educational Sciences: Theory & Practice, 16, 2057–2086.
  • Karasar, N. (1994). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler (6. Baskı). Ankara: 3A Araştırma Eğitim Danışmanlık Ltd.
  • Keefe, J. W. (1979). Learning style: An overview. In National association of secondary school principals (Ed.), Student learning styles: Diagnosing and prescribing programs, 1-17.
  • Keefe, J. W. (1987). Learning style theory and practice. Reston VA: National Association of Secondary School Principals.
  • Kolb, D. A. (1981). Learning styles and disciplinary differences. The modern American college, 1, 232-255.
  • Kozhevnikov, M. (2007). Cognitive styles in the context of modern psychology: Toward an integrated framework of cognitive style. Psychological bulletin, 133(3), 464.
  • Magdalena, S. M. (2015). The relationship of learning styles, learning behaviour and learning outcomes at the romanian students. Procedia-Social and Behavioral Sciences, 180, 1667-1672.
  • McCarthy, B. (1987). The 4MAT system: Teaching to learning styles with right/left mode techniques. Excel, Incorporated.
  • Mupingo, D. M., Nora, R. T., & Yaw, D. C. (2006). The learning styles, expectations, and needs of online students. College Teaching, 54(1), 185-189.
  • Nitko, A. J. (1996). Educational assessment of students. Prentice-Hall Order Processing Center, PO Box 11071, Des Moines, IA 50336-1071.
  • Oladejo, M. A., Ige, N. A., Fagunwa, A. O., & Arewa, O. O. (2010). Socio-demographic variables and distance learners’ academic performance at the University of Ibadan, Nigeria. European Journal of Scientific Research, 46(4), 540-553.
  • Omar, N., Mohamad, M. M., & Paimin, A. N. (2015). Dimension of learning styles and students’ academic achievement. Procedia-Social and Behavioral Sciences, 204, 172-182.
  • Özçelik, D. A. (2010). Ölçme ve değerlendirme. Pegem Akademi.
  • Rita, D., & Dunn, K. (1993). Learning Styles/Teaching Styles: Should They Can They... Be Matched. Educational leadership. Retrieved from http://www.ascd.com/ASCD/pdf/journals/ed_lead/el_197901_dunn.pdf
  • Ross, J. L., Drysdale, M. T., & Schulz, R. A. (2001). Cognitive learning styles and academic performance in two postsecondary computer application courses. Journal of Research on Computing in Education, 33(4), 400-412.
  • Rovai, A. P. & Grooms, L. D. (2004). The relationship of personality-based learning style preferences and learning among online graduate students. Journal of Computer in Higher Education, 16(1), 30-47.
  • Savaş, S., & Arıcı, N. (2009). Web tabanlı uzaktan eğitimde iki farklı öğretim modelinin öğrenci başarısı üzerindeki etkilerinin incelenmesi. 5. Uluslararası İleri Teknolojiler Sempozyumu (IATS’09), 13-15 Mayıs 2009, Karabük, Türkiye 5, 13-15.
  • Silver, H. F., Hanson, J. R., & Strong, R. W. (1979). TLC and cultural learning preference. Applied Research 11(1): 45–49.
  • Somuncuoğlu, Y., & Yıldırım, A. (1998). Öğrenme stratejileri: Teorik boyutları, araştırma bulguları ve uygulama için ortaya koyduğu sonuçlar. Eğitim ve Bilim, 22(110).
  • Şenel, S., & Kutlu, Ö. (2015). Ankara Üniversitesi Uzaktan Eğitim Programına Katılan Öğrencilerin Akademik Başarılarını Yordayan Faktörler. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 6(2).
  • Tekin, H. (1994). Eğitimde ölçme ve değerlendirme. Baskı. Ankara.
  • Tulbure, C. (2011). Learning styles, teaching strategies and academic achievement in higher education: A cross-sectional investigation. Procedia Social and Behavioral Sciences, 33, 398-402.
  • Turgut, M. F. & Baykul, Y. (2012). Eğitimde ölçme ve değerlendirme. Pegem Akademi.
  • Ueno, J. (1998). Learning Styles and Error Correction: How Do Learning Styles Affect Students' Perceptions towards Error Correction in a Foreign Language Classroom?. Retrieved from https://eric.ed.gov/?id=ED429452
  • Wang, A. Y., & Newlin, M. H. (2002). Predictors of web-student performance: The role of self-efficacy and reasons for taking an on-line class. Computers in Human Behavior, 18(2), 151-163.
  • Witkin, H.A. (1964) Origins of cognitive style, in: C. SHEERER (Ed.) Cognition, theory, research, promise (New York, Harper and Row)
  • White, C. (2005). Contribution of distance education to the development of individual learners. Distance Education, 26(2), 165-181.
  • Veznedaroğlu, R., L. & Özgür, A., O. (2005). Öğrenme stilleri: Tanımlamalar, modeller ve işlevleri. İlköğretim Online, 4(2), 1-16.
  • Vonderwell, S., & Savery, J. (2004). Online learning: Student role and readiness. TOJET: The Turkish Online Journal of Educational Technology, 3(3).
  • Yavuzalp, N. & Gürol, M. (2017). E-öğrenme ortamında kullanılan öğrenme stillerinin web kullanım madenciliği ile analizi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(2), 987-1015.

Investigation of the Relations Between E-Learning Style and Academic Achievement in E-learning Environment

Year 2019, Volume: 12 Issue: 2, 532 - 549, 30.04.2019
https://doi.org/10.30831/akukeg.407029

Abstract

In this study, the effects of students learning styles on academic achievement was investigated in e-learning environments and the answer for the question “are e-learning style, participation in online course and watching the lecture videos offline predictors of academic achievement?” is tried to examined. E-Learning Style Scale (Gülbahar and Alper, 2014) and Achievement Test were applied 501 (350 female and 151 male) students who received pedagogical formation education in e-learning environment during the 2016-2017 academic year. The research was carried out online with learning management systems in the measurement and assessment course for 14 weeks. The certificate of pedagogical formation was given to students at the end of the course. The Achievement Test developed by researchers. This test was tested in another group similar to the study group and found reliable and valid results. The scores obtained from this test were accepted as a measure of academic achievement. Data were analyzed by stepwise multiple regression analyses. According to the results, participation in online course, watching video recordings, active learning style and independent learning style were found as predictors of students’ academic achievement. These four variables account for 7% of the total variance in academic achievement.

References

  • Ağca, R., K. (2006). Hipermedya ortamlarda öğrenme stillerine dayalı farklı Gezinti yapılarının öğrenci başarısına etkisi. Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Yüksek Lisans Tezi.
  • Albayrak, A. S. (2006). Uygulamalı çok değişkenli istatistik teknikleri. Asil Yayın Dağıtım.
  • Beadles II, N. A., & Lowery, C. M. (2007). Self-selection into degree programs: Differences in preferred learning styles between online students and traditional students. Academy of Educational Leadership Journal, 11(2), 103-112.
  • Buerck, J. P., Malmstrom, T., & Peppers, E. (2003). Learning environments and learning styles: Non-traditional stdent enrollment and success in an Internet-based versus a lecture-based computer science course. Learning Environments Research, 6(2), 137-155.
  • Butler, K. A. (1987). Learning and teaching style: In theory and practice. Learners Dimension.
  • Büyüköztürk, Ş. (2017). Sosyal bilimler için veri analizi el kitabı. Pegem Atıf İndeksi, 1-213.
  • Canfield, A. A. (1988). Learning styles inventory. Western psychological services.
  • Cassidy, J. (2004). Learning styles: An overview of theories, models, and measures. Educational Psychology, 24(4), 419-444.
  • Cook, L. (1991). Learning style awareness and academic achievement among community college students. Community College Journal of Research and Practice, 15, 419–425.
  • Çakıroğlu, Ü. (2014). Analyzing the effect of learning styles and study habits of distance learners on learning performances: A case of an introductory programming course. The International Review of Research in Open and Distributed Learning, 15(4).
  • Dağ, F. & Geçer, A. (2009). Relations between online learning and learning styles. Procedia Social and Behavioral Sciences, 862–871.
  • Felder, R.M. (1993). Reaching the second tire-learning styles and teaching styles in college science education. Journal of College Science Teaching, 23 (5), 286-290.
  • Felder, R. M. (1996). Matters of Styles. ASEE Prism, 6 (4), 18-23. Retrieved from http://www.ncsu.edu/felderpublic/Papers/LS-Prism.htm Felder, R. M. & Siverman L. (1988). Learning and Teaching Styles in Engineering Education. Engineering Education, 78(7), 674-681. Retrieved from http://www.ncsu.edu/felder-public/Papers/LS-1988.pdf
  • Gülbahar, Y., & Alper, A. (2014). Development of e-learning styles scale for electronic environments. Egitim ve Bilim, 39(171).
  • Gregorc, A. F. (1979). Learning/teaching styles: Their nature and effects. Student learning styles: Diagnosing and prescribing programs, 19-26.
  • Howland, J. L., & J. L. Moore. 2002. Student perceptions as distance learners in Internet-based courses. Distance Education, 23 (2), 83–195.
  • Hsu, T. E. (1994). Effects of learner cognitive styles and metacognitive tools on information acquisition paths and learning in hyperspace environments. Retrieved from https://eric.ed.gov/?id=ED373721
  • Ilgaz, H., & Aşkar, P. (2009). Çevrimiçi uzaktan eğitim ortamında topluluk hissi ölçeği geliştirme çalışması. Turkish Journal of Computer and Mathematics Education, 1(1), 27-35.
  • Jahanbakhsh, R. (2012). Learning styles and academic achievement: A case study of Iranian high school girls’ students. Procedia - Social and Behavioral Sciences, 51, 1030 – 1034.
  • Kalaycı, Ş. (2009). SPSS applied multivariate statistical techniques. Ankara: Asil Publishing.
  • Kanadlı, S. (2016). A meta-analysis on the effect of instructional designs based on the learning styles models on academic achievement, attitude and retention. Educational Sciences: Theory & Practice, 16, 2057–2086.
  • Karasar, N. (1994). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler (6. Baskı). Ankara: 3A Araştırma Eğitim Danışmanlık Ltd.
  • Keefe, J. W. (1979). Learning style: An overview. In National association of secondary school principals (Ed.), Student learning styles: Diagnosing and prescribing programs, 1-17.
  • Keefe, J. W. (1987). Learning style theory and practice. Reston VA: National Association of Secondary School Principals.
  • Kolb, D. A. (1981). Learning styles and disciplinary differences. The modern American college, 1, 232-255.
  • Kozhevnikov, M. (2007). Cognitive styles in the context of modern psychology: Toward an integrated framework of cognitive style. Psychological bulletin, 133(3), 464.
  • Magdalena, S. M. (2015). The relationship of learning styles, learning behaviour and learning outcomes at the romanian students. Procedia-Social and Behavioral Sciences, 180, 1667-1672.
  • McCarthy, B. (1987). The 4MAT system: Teaching to learning styles with right/left mode techniques. Excel, Incorporated.
  • Mupingo, D. M., Nora, R. T., & Yaw, D. C. (2006). The learning styles, expectations, and needs of online students. College Teaching, 54(1), 185-189.
  • Nitko, A. J. (1996). Educational assessment of students. Prentice-Hall Order Processing Center, PO Box 11071, Des Moines, IA 50336-1071.
  • Oladejo, M. A., Ige, N. A., Fagunwa, A. O., & Arewa, O. O. (2010). Socio-demographic variables and distance learners’ academic performance at the University of Ibadan, Nigeria. European Journal of Scientific Research, 46(4), 540-553.
  • Omar, N., Mohamad, M. M., & Paimin, A. N. (2015). Dimension of learning styles and students’ academic achievement. Procedia-Social and Behavioral Sciences, 204, 172-182.
  • Özçelik, D. A. (2010). Ölçme ve değerlendirme. Pegem Akademi.
  • Rita, D., & Dunn, K. (1993). Learning Styles/Teaching Styles: Should They Can They... Be Matched. Educational leadership. Retrieved from http://www.ascd.com/ASCD/pdf/journals/ed_lead/el_197901_dunn.pdf
  • Ross, J. L., Drysdale, M. T., & Schulz, R. A. (2001). Cognitive learning styles and academic performance in two postsecondary computer application courses. Journal of Research on Computing in Education, 33(4), 400-412.
  • Rovai, A. P. & Grooms, L. D. (2004). The relationship of personality-based learning style preferences and learning among online graduate students. Journal of Computer in Higher Education, 16(1), 30-47.
  • Savaş, S., & Arıcı, N. (2009). Web tabanlı uzaktan eğitimde iki farklı öğretim modelinin öğrenci başarısı üzerindeki etkilerinin incelenmesi. 5. Uluslararası İleri Teknolojiler Sempozyumu (IATS’09), 13-15 Mayıs 2009, Karabük, Türkiye 5, 13-15.
  • Silver, H. F., Hanson, J. R., & Strong, R. W. (1979). TLC and cultural learning preference. Applied Research 11(1): 45–49.
  • Somuncuoğlu, Y., & Yıldırım, A. (1998). Öğrenme stratejileri: Teorik boyutları, araştırma bulguları ve uygulama için ortaya koyduğu sonuçlar. Eğitim ve Bilim, 22(110).
  • Şenel, S., & Kutlu, Ö. (2015). Ankara Üniversitesi Uzaktan Eğitim Programına Katılan Öğrencilerin Akademik Başarılarını Yordayan Faktörler. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 6(2).
  • Tekin, H. (1994). Eğitimde ölçme ve değerlendirme. Baskı. Ankara.
  • Tulbure, C. (2011). Learning styles, teaching strategies and academic achievement in higher education: A cross-sectional investigation. Procedia Social and Behavioral Sciences, 33, 398-402.
  • Turgut, M. F. & Baykul, Y. (2012). Eğitimde ölçme ve değerlendirme. Pegem Akademi.
  • Ueno, J. (1998). Learning Styles and Error Correction: How Do Learning Styles Affect Students' Perceptions towards Error Correction in a Foreign Language Classroom?. Retrieved from https://eric.ed.gov/?id=ED429452
  • Wang, A. Y., & Newlin, M. H. (2002). Predictors of web-student performance: The role of self-efficacy and reasons for taking an on-line class. Computers in Human Behavior, 18(2), 151-163.
  • Witkin, H.A. (1964) Origins of cognitive style, in: C. SHEERER (Ed.) Cognition, theory, research, promise (New York, Harper and Row)
  • White, C. (2005). Contribution of distance education to the development of individual learners. Distance Education, 26(2), 165-181.
  • Veznedaroğlu, R., L. & Özgür, A., O. (2005). Öğrenme stilleri: Tanımlamalar, modeller ve işlevleri. İlköğretim Online, 4(2), 1-16.
  • Vonderwell, S., & Savery, J. (2004). Online learning: Student role and readiness. TOJET: The Turkish Online Journal of Educational Technology, 3(3).
  • Yavuzalp, N. & Gürol, M. (2017). E-öğrenme ortamında kullanılan öğrenme stillerinin web kullanım madenciliği ile analizi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(2), 987-1015.
There are 50 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Esin Ergün

Fatma Betül Kurnaz

Publication Date April 30, 2019
Submission Date March 16, 2018
Published in Issue Year 2019 Volume: 12 Issue: 2

Cite

APA Ergün, E., & Kurnaz, F. B. (2019). E-öğrenme Ortamlarında Öğrenme Stilleri ve Akademik Başarı Arasındaki İlişkinin İncelenmesi. Journal of Theoretical Educational Science, 12(2), 532-549. https://doi.org/10.30831/akukeg.407029

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