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Dijital Okuryazarlık Düzeyinin Uzaktan Eğitimden Memnuniyete Etkisinde Uzaktan Eğitime Yönelik Tutumun Aracı Rolü

Yıl 2021, Cilt: 11 Sayı: 3, 559 - 574, 31.12.2021

Öz

Bu çalışmanın amacı, COVID-19 pandemi sürecinde akademisyenlerin dijital okuryazarlık düzeylerinin, uzaktan eğitim memnuniyetleri
üzerindeki etkisinde uzaktan eğitime yönelik tutumlarının aracı rolünün olup olmadığını incelemektir. Araştırmanın amacına uygun
olarak hazırlanan anket aracılığı ile İnönü Üniversitesi’nde uzaktan eğitim veren 341 akademisyenden veriler toplanmıştır. Araştırmanın
bağımlı değişkeni olan akademisyenlerin uzaktan eğitimden memnuniyetleri iki faktörden oluşmuştur. Bu faktörler; dersin işlenişinden
memnuniyet ve alt yapı memnuniyeti şeklindedir. Yapılan analiz sonucunda dijital okuryazarlık düzeyinin, uzaktan eğitimde dersin
işlenişinden memnuniyet üzerindeki etkisinde uzaktan eğitime yönelik tutumun tam aracı rolüne sahip olduğu ve dijital okuryazarlık
düzeyinin, alt yapı memnuniyeti üzerindeki etkisinde uzaktan eğitime yönelik tutumun kısmi aracı rolüne sahip olduğu tespit edilmiştir

Kaynakça

  • Adıgüzel, Z., Çakir, F. S., & Atalay, A. (2021). The mediation role of perceived organizational support in the effect of workplace spirituality on job control and organizational citizenship. Ataturk University Journal of Economics And Administrative Sciences, 35(1), 125–149.
  • Afşar, B., & Büyükdoğan, B. (2020). Assessments of FBAS and FSHS students about distance education during the Covid-19 pandemic period. Journal of Karatay Social Research, (5), 161–182.
  • Ağaç, S. (2020). Dijital okuryazarlığın finansal okuryazarlık üzerine etkisi: Batı akdeniz örneği (Unpublished master's thesis). Süleymen Demirel Üniversitesi, Isparta.
  • Akcil, U., & Bastas, M. (2021). Examination of university students' attitudes towards e-learning during the COVID-19 pandemic process and the relationship of digital citizenship. Contemporary Educational Technology, 13(1), ep291.
  • Akdemir, Ö. (2011). Distance education in Turkish higher education. Journal of Higher Education and Science, 1(2), 69–71.
  • Alnagar, D. K. F. (2020). Using artificial neural network to predicted student satisfaction in e-learning. American Journal of Applied Mathematics and Statistics, 8(3), 90-95.
  • Alshangeeti, A., Alsaghier, H., & Nguyen, A. (2009). Faculty perceptions of attributes affecting the diffusion of online learning in Saudi Arabia: A quantitative study. Proceedings of the 4th International Conference on E-Learning, 10–24.
  • Altuntaş, E. Y., Başaran, M., Özeke, B., & Yılmaz, H. (2020). Perception levels of university students about remote learning strategies and learning experiences in the Covid-19 pandemic process. International Journal of Public Relations and Advertising Studies, 3(2), 8–23.
  • Amsal, A. A., Lusia, S., Febri, P., Mellyna, R., & Yan, E. (2021). Perceived satisfaction and perceived usefulness of e-learning : The role of ınteractive learning and social influence. Proceedings of the 3rd International Conference on Educational Development and Quality Assurance (ICED-QA 2020), 535–541.
  • Ariawan, V. A. N., & Pratiwi, I. M. (2020). Digital literacy abilities of students in distance learning. 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020), 592–598. Atlantis Press.
  • Arklan, Ü., & Taşdemir, E. (2013). The information society and communication: mass media and internet at the diffusion process of information. Journal of Selcuk Communication, 5 (3), 67-80.
  • Arslan, S. (2019). İlkokullarda ve ortaokullarda görev yapan öğretmenlerin dijital okuryazarlık düzeylerinin çeşitli değişkenler açısından incelenmesi (Unpublished master's thesis). Sakarya Üniversitesi, Sakarya.
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  • Aylin, Y., Yaylak, E., & Genç, G. (2020). Digital literacy levels of prospective preschool and primary school teachers. ODU Journal of Social Sciences Research, 10(2), 274–286.
  • Barış, M. F., & Çankaya, P. (2016). Opinions of academic staff about distance education. International Journal of Human Sciences, 13(1), 399-413.
  • Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal Of Personality and Social Psychology, 51, 1173–1182.
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  • Biesanz, J. C., Falk, C. F., & Savalei, V. (2010). Assessing mediational models: Testing and interval estimation for indirect effects. Multivariate Behavioral Research, 45(4), 661-701.
  • Brinkerhoff, J., & Koroghlanian, C. M. (2005). Student computer skills and attitudes toward internet-delivered instruction: An assessment of stability over time and place. Journal of Educational Computing Research, 32(1), 27–56.
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The Mediating Role of Attitude towards Distance Education in the Effect of Digital Literacy Level on Satisfaction with Distance Education

Yıl 2021, Cilt: 11 Sayı: 3, 559 - 574, 31.12.2021

Öz

This study aims to examine whether the attitudes towards distance education have a mediating role in the effect of academicians’
digital literacy levels on their satisfaction with distance education during the COVID-19 pandemic. The data were collected from 341
academicians who teach distance education courses at Inonu University. The academicians’ satisfaction with distance education which is
the dependent variable of the study, consisted of two factors. These factors are satisfaction with the teaching of the course and satisfaction
with the infrastructure. As a result of the analysis, it was determined that the attitude towards distance education has a complete mediation
role in the effect of digital literacy level on satisfaction with the teaching of the course in distance education, and that the attitude towards
distance education has a partial mediation role in the effect of digital literacy level on satisfaction with the infrastructure

Kaynakça

  • Adıgüzel, Z., Çakir, F. S., & Atalay, A. (2021). The mediation role of perceived organizational support in the effect of workplace spirituality on job control and organizational citizenship. Ataturk University Journal of Economics And Administrative Sciences, 35(1), 125–149.
  • Afşar, B., & Büyükdoğan, B. (2020). Assessments of FBAS and FSHS students about distance education during the Covid-19 pandemic period. Journal of Karatay Social Research, (5), 161–182.
  • Ağaç, S. (2020). Dijital okuryazarlığın finansal okuryazarlık üzerine etkisi: Batı akdeniz örneği (Unpublished master's thesis). Süleymen Demirel Üniversitesi, Isparta.
  • Akcil, U., & Bastas, M. (2021). Examination of university students' attitudes towards e-learning during the COVID-19 pandemic process and the relationship of digital citizenship. Contemporary Educational Technology, 13(1), ep291.
  • Akdemir, Ö. (2011). Distance education in Turkish higher education. Journal of Higher Education and Science, 1(2), 69–71.
  • Alnagar, D. K. F. (2020). Using artificial neural network to predicted student satisfaction in e-learning. American Journal of Applied Mathematics and Statistics, 8(3), 90-95.
  • Alshangeeti, A., Alsaghier, H., & Nguyen, A. (2009). Faculty perceptions of attributes affecting the diffusion of online learning in Saudi Arabia: A quantitative study. Proceedings of the 4th International Conference on E-Learning, 10–24.
  • Altuntaş, E. Y., Başaran, M., Özeke, B., & Yılmaz, H. (2020). Perception levels of university students about remote learning strategies and learning experiences in the Covid-19 pandemic process. International Journal of Public Relations and Advertising Studies, 3(2), 8–23.
  • Amsal, A. A., Lusia, S., Febri, P., Mellyna, R., & Yan, E. (2021). Perceived satisfaction and perceived usefulness of e-learning : The role of ınteractive learning and social influence. Proceedings of the 3rd International Conference on Educational Development and Quality Assurance (ICED-QA 2020), 535–541.
  • Ariawan, V. A. N., & Pratiwi, I. M. (2020). Digital literacy abilities of students in distance learning. 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020), 592–598. Atlantis Press.
  • Arklan, Ü., & Taşdemir, E. (2013). The information society and communication: mass media and internet at the diffusion process of information. Journal of Selcuk Communication, 5 (3), 67-80.
  • Arslan, S. (2019). İlkokullarda ve ortaokullarda görev yapan öğretmenlerin dijital okuryazarlık düzeylerinin çeşitli değişkenler açısından incelenmesi (Unpublished master's thesis). Sakarya Üniversitesi, Sakarya.
  • Ateş, A., & Altun, E. (2008). Investigating preservice computer teachers’ attitudes towards distance learning regarding various variables. Gazi University Journal of Gazi Educational Faculty, 28(3), 125–145.
  • Aylin, Y., Yaylak, E., & Genç, G. (2020). Digital literacy levels of prospective preschool and primary school teachers. ODU Journal of Social Sciences Research, 10(2), 274–286.
  • Barış, M. F., & Çankaya, P. (2016). Opinions of academic staff about distance education. International Journal of Human Sciences, 13(1), 399-413.
  • Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal Of Personality and Social Psychology, 51, 1173–1182.
  • Bayrak Kök, S. (2010). İş tatmini ve örgütsel bağlılığın incelenmesine yönelik bir araştırma. Journal of Economics and Administrative Sciences, 20(1), 291–317.
  • Biesanz, J. C., Falk, C. F., & Savalei, V. (2010). Assessing mediational models: Testing and interval estimation for indirect effects. Multivariate Behavioral Research, 45(4), 661-701.
  • Brinkerhoff, J., & Koroghlanian, C. M. (2005). Student computer skills and attitudes toward internet-delivered instruction: An assessment of stability over time and place. Journal of Educational Computing Research, 32(1), 27–56.
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  • Keskin, M., & Özer Kaya, D. (2020). Evaluation of students’ feedbacks on web-based distance education in the COVID-19 process. İzmir Katip Çelebi University Faculty of Health Science Journal, 5(2), 59–67.
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  • Korkmaz, M. (2020). Sınıf öğretmenlerinin dijital okuryazarlık seviyelerinin belirlenmesi (Unpublished master's thesis). Eskişehir Osmangazi Üniversitesi, Eskişehir.
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  • Kul, S. (2020). The investigation of the relationship of internet addiction with digital literacy and various other variables. International Journal of Management Information Systems and Computer Science, 4(1), 28–41.
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  • Marek, M. W., Chew, C. S., & Wu, W. V. (2021). Teacher experiences in converting classes to distance learning in the COVID-19 pandemic. International Journal of Distance Education Technologies, 19(1), 40–60.
  • Markova, T. (2021). Educators’ and students’ perceptions of online distance education before and amid COVID-19: Key concerns and challenges. In SHS Web of Conferences, 99, 01018.
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  • Ocak, G., & Karakuş, G. (2018). Pre-service teachers’ digital literacy self-efficacy scale development. Kastamonu Education Journal, 26(5), 1427–1436.
  • Onursoy, S. (2018). Digital literacy levels of university youth: A research on the students of Anadolu University. Gumushane University e-journal of Faculty of Communication, 6(2), 989–1013.
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  • Özoğlu, C. (2019). Öğretmen adaylarının yaşam boyu öğrenme eğilimleri ile dijital okuryazarlıkları arasındaki ilişki (Unpublished master's thesis). Anadolu Üniversitesi, Eskişehir.
  • Preacher, K. J., & Selig, J. P. (2012). Advantages of monte carlo confidence intervals for indirect effects. Communication Methods and Measures, 6(2), 77-98.
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  • Wilson, D., Varnhagen, S., Krupa, E., Kasprzak, S., Hunting, V., & Taylor, A. (2003). Instructors’ adaptation to online graduate education in health promotion: A qualitative study. Journal of Distance Education, 18(2), 1–15.
  • Yağcı, K., Efendi, M., & Akçay, S. (2019). Concept of distance education: From perspective of tourism guidance students. Journal of Travel and Tourism Research, (14), 118–136.
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  • Yeşildal, M. (2018). Yetişkin bireylerde dijital okuryazarlık ve sağlık okuryazarlığı arasındaki ilişki: Konya örneği (Unpublished master's thesis). Necbettin Erbakan Üniversitesi, Konya.
  • Zan, N., & Zan, U. B. (2020). Education in emergency at coronavirus: Overview of faculty of letters students included to distance education system from different regions of turkey. Turkish Studies, 15(4), 1367–1394.
  • Zhao, X., Lynch, J. G., & Chen, Q. (2010). Reconsidering Baron and Kenny: Myths and truths about mediation analysis. Journal of Consumer Research, 37(3), 197-206.
Toplam 103 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Sami Sever 0000-0001-6827-054X

Kahraman Çatı 0000-0002-7440-5436

Yayımlanma Tarihi 31 Aralık 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 11 Sayı: 3

Kaynak Göster

APA Sever, S., & Çatı, K. (2021). The Mediating Role of Attitude towards Distance Education in the Effect of Digital Literacy Level on Satisfaction with Distance Education. Yükseköğretim Ve Bilim Dergisi, 11(3), 559-574. https://doi.org/10.5961/higheredusci.979236
AMA Sever S, Çatı K. The Mediating Role of Attitude towards Distance Education in the Effect of Digital Literacy Level on Satisfaction with Distance Education. J Higher Edu Sci. Aralık 2021;11(3):559-574. doi:10.5961/higheredusci.979236
Chicago Sever, Sami, ve Kahraman Çatı. “The Mediating Role of Attitude towards Distance Education in the Effect of Digital Literacy Level on Satisfaction With Distance Education”. Yükseköğretim Ve Bilim Dergisi 11, sy. 3 (Aralık 2021): 559-74. https://doi.org/10.5961/higheredusci.979236.
EndNote Sever S, Çatı K (01 Aralık 2021) The Mediating Role of Attitude towards Distance Education in the Effect of Digital Literacy Level on Satisfaction with Distance Education. Yükseköğretim ve Bilim Dergisi 11 3 559–574.
IEEE S. Sever ve K. Çatı, “The Mediating Role of Attitude towards Distance Education in the Effect of Digital Literacy Level on Satisfaction with Distance Education”, J Higher Edu Sci, c. 11, sy. 3, ss. 559–574, 2021, doi: 10.5961/higheredusci.979236.
ISNAD Sever, Sami - Çatı, Kahraman. “The Mediating Role of Attitude towards Distance Education in the Effect of Digital Literacy Level on Satisfaction With Distance Education”. Yükseköğretim ve Bilim Dergisi 11/3 (Aralık 2021), 559-574. https://doi.org/10.5961/higheredusci.979236.
JAMA Sever S, Çatı K. The Mediating Role of Attitude towards Distance Education in the Effect of Digital Literacy Level on Satisfaction with Distance Education. J Higher Edu Sci. 2021;11:559–574.
MLA Sever, Sami ve Kahraman Çatı. “The Mediating Role of Attitude towards Distance Education in the Effect of Digital Literacy Level on Satisfaction With Distance Education”. Yükseköğretim Ve Bilim Dergisi, c. 11, sy. 3, 2021, ss. 559-74, doi:10.5961/higheredusci.979236.
Vancouver Sever S, Çatı K. The Mediating Role of Attitude towards Distance Education in the Effect of Digital Literacy Level on Satisfaction with Distance Education. J Higher Edu Sci. 2021;11(3):559-74.