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Scopus İndeksli Yayınlar Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12573/395

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Access Right: Closed AccessSubject: search.filters.subject.Distance Education

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  • Article
    Citation - Scopus: 4
    Undergraduates’ Attitudes Towards Distance Education and Perceptions of Readiness for E-Learning During the COVID-19 Pandemic
    (Anadolu Universitesi, 2022) Kuloğlu, M. Esad; Yıldız, Sevilay
    The COVID-19 pandemic, which suddenly took the whole world under its influence, also radically affected the educational environments. This research aimed to examine the attitudes of undergraduates towards distance education, their perceptions of readiness for e-learning, and the relationship between these two variables during the COVID-19 pandemic, the effects of which are also felt in higher education. Thus, quantitative research paradigm and correlational design were used in the study. Data were collected online in two weeks via the Attitude Scale towards Distance Learning (ASDL) and E-Learning Readiness Self-Assessment Instrument (ERSI). Using the convenient sampling method, 1422 undergraduate students enrolled in a summer school program at a state university in Turkiye were included in the sample. The findings of the research indicate that the participants’ attitudes towards distance education are moderate, and their perceptions of readiness for e-learning are high-level during the COVID-19 pandemic. There is a moderate positive correlation between these two variables. There are also positive, moderate, or strong correlations between the ASDL and some subscales of the ERSI. The findings of the study provide useful information about the distance education carried out during the COVID-19 pandemic. © 2022 Elsevier B.V., All rights reserved.
  • Article
    Citation - WoS: 10
    Citation - Scopus: 14
    Student Performance Under Asynchronous and Synchronous Methods in Distance Education: A Quasi-Field Experiment
    (Elsevier Sci Ltd, 2022-11) Demirtas, Burak Kagan; Turk, Umut
    This study examines student performance under asynchronous and synchronous methods in a microeconomics course during COVID-19 pandemic. We conduct a quasi-field experiment in a state university in Turkey. In the experiment, students were divided into synchronous and asynchronous groups and were taught the same weekly material of microeconomics by the methods respective to their group. At the end of the week, both groups took the same multiple question test. Our results showed that asynchronous group performed significantly better than the synchronous group. While showing the comparative advantage of the asynchronous method, our study also underlines the importance of interaction between instructors and students. We discuss our findings from a socioeconomic perspective, where we argue that the flexibility that the asynchronous method offers might have compensated for the accessibility issues (internet and/or computer) during the COVID-19 outbreak. As a policy recommendation, universities can offer lectures with a recorded option to allow students to interact with the course material multiple times.