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Covid-19 Pandemisi Sürecinde Akademisyenlerin E-Eğitim Sistemlerine Yönelik Tutumlarını Etkileyen Faktörlerin Belirlenmesi Üzerine Bir Araştırma

Year 2022, , 548 - 565, 19.04.2022

Bilgen Akmermer , Hasan Ayyıldız

https://doi.org/10.37880/cumuiibf.1036688

Abstract

2019 yılı Aralık ayı başlarında Çin’de ortaya çıkan ve küresel çapta yayılan Covid-19 pandemisi birçok sosyal ve ekonomik sektörlerde olduğu gibi eğitim sektöründe de acil bir değişim sürecinin yaşanmasına neden olmuştur. Yüz yüze eğitim faaliyetlerine ara vermek zorunda kalan tüm eğitim kurumları gibi üniversiteler de e-eğitim sistemi ile uzaktan eğitim modeline geçmek zorunda kalmıştır. Bu zorunlu süreç üniversitelerde e-eğitim sistemlerinin başarıyla yürütülebilmesi için gerekli araştırma ve geliştirme çalışmalarına yönelik ihtiyacı da ortaya koymuştur. Bu anlamda, e-eğitim sistemlerinin başarıyla yürütülebilmesi ve eğitim hizmetlerinin beklenen kalite ve içerikte sunulabilmesi için gerekli teknolojik altyapının kurulmasının yanında, eğitim sürecini yürüten öğretim üyelerinin yaklaşımlarını anlamak ve sisteme yönelik tutumlarını incelemek de sistemin yürütülebilmesi için önem arz etmektedir. Dolayısıyla, bu araştırma e-eğitim sistemlerini aktif olarak kullanan öğretim üyelerinin sistemin kullanımına yönelik gösterdikleri tutum üzerinde etkili olabilecek faktörleri incelemeyi amaçlamaktadır. Araştırma, Teknoloji Kabul Modeli (TKM) çerçevesinde yürütülmüş, temel model sistemsel, kişisel, mesleki ve kurumsal düzeyde çok yönlü bir bakış açısı sunan farklı faktörler ile genişletilmiştir. Anket deseninde hazırlanan çalışma, bünyesinde bulunan Uzaktan Eğitim ve Uygulama Merkezi ile uzun yıllar tecrübe kazanan Karadeniz Teknik Üniversitesi’nde görev alan 274 öğretim üyesi ile yürütülmüştür. Araştırmanın hem gelecekte e-eğitim hizmetleri üzerine yapılacak benzer çalışmalara referans olması hem de üniversitelerdeki e-eğitim verimliliğinin arttırılması konusunda değerlendirilebilir sonuçlara sahip olması beklenmektedir.

Keywords

: E-Hizmetler E-eğitim Yapısal Eşitlik Modeli Teknoloji Kabul Modeli.

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A RESEARCH ON THE DETERMINATION OF THE FACTORS AFFECTING THE ACADEMICIANS' ATTITUDE TOWARDS E-LEARNING SYSTEMS DURING COVID-19 PANDEMIC

Year 2022, , 548 - 565, 19.04.2022

Bilgen Akmermer , Hasan Ayyıldız

https://doi.org/10.37880/cumuiibf.1036688

Abstract

The Covid-19 pandemic which originated in China in early December 2019 rapidly widespread in almost the world and caused an urgent transformation in the education sector as in many social and economic sectors. Similar to other educational institutions which had to take a break from face-to-face education activities, all universities switched to the distance education model with the e-learning systems. This mandatory process also revealed the need for research and development studies required to successfully execute e-learning systems. In this sense, in addition to establishing the necessary technological infrastructure, it is important to understand the academicians' approaches and examine their attitudes towards the system, for the successful implementation of e-learning systems and the delivery of educational services with the expected quality and content. Therefore, this research aims to examine the factors that may affect the attitudes of academicians who actively use e-learning systems towards the use of the system. The research was conducted within the framework of the Technology Acceptance Model (TAM), and the basic model was expanded with different factors that present a versatile perspective at systemic, personal, occupational, and institutional levels. The study was carried out with 274 academicians working at Karadeniz Technical University, which has years of experience with the Distance Education and Application Centre within its structure. The research is expected to be a reference for other studies to be conducted on e-education services in the future and has evaluable results in increasing e-learning efficiency in universities.

Keywords

E-services E-learning Structural Equation Modeling Technology Acceptance Model.

References

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  • Al-Alak, B.A. & Alnawas, I.A.M. (2011). Measuring the acceptance and adoption of e-learning by academic staff. Knowledge Management & E-Learning: An International Journal, 3(2), 201- 221.
  • Al-Busaidi, K.A. & Al-Shihi, H. (2010). Instructors' acceptance of learning management systems: a theoretical framework. IBIMA Publishing, 2-10.
  • Alharbi, S. & Drew, S. (2014). Using the technology acceptance model in understanding academics’ behavioural intention to use learning management systems. International Journal of Advanced Computer Science and Applications, 5(1), 143–155.
  • Altunısık, R., Coşkun, R., Bayraktaroğlu, S. & Yıldırım, E. (2004), Sosyal bilimlerde arastırma yöntemleri. SPSS Uygulamalı (3. Baskı). Sakarya: Sakarya Kitabevi.
  • Angela, W., Sylvia, C., Handoko, H. & Abdurachman, E. (2018). E-learning acceptance analysis using technology acceptance model (TAM) (case study: Stmik mikroskil). Journal of Theoretical and Applied Information Technology, 96(19), 6292–6305.
  • Ashkanani, A.G.M., (2017). An investigation of the application of the technology acceptance model (TAM) to evaluate instructors’ perspectives on e-learning at Kuwait University (Doktora Tezi, Dublin City University, Kuwait). Erişim Adresi https://www.semanticscholar.org/paper/An-investigation-of-the-application-of-the-Model-to-Alia/a854f999d970d07a796a4de83cb444f06b31b960
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  • Ching-Ter, T., Hajiyev. J. & Su, C. R. (2017).
Examining the students’ behavioral intention to use e-learning in Azerbaijan?
the general extended technology acceptance model for e-learning approach. Computers & Education, 111, 128–143.
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  • Compeau, D., Higgins, C. & Huff, S., (1999). Social cognitive theory and individual reactions to computing technology: A longitudinal study. MIS Quarterly, 23(2), 145-158.
  • Cross, J. (2004). An informal history of e-learning. On the Horizon, 12(3):103-110.
  • Cross, M. & Adam F. (2007). ICT policies and strategies in higher education in South Africa: national and institutional pathways, Higher Education Policy, 20(1):73-95.
  • Çakır, R. & Solak, E. (2014). Exploring the factors influencing e-learning of Turkish EFL learners through TAM. Turkish Online Journal of Educational Technology, 13(3), 68-76.
  • Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2016), Sosyal bilimler için çok değişkenli istatistik SPSS ve Lisrel uygulamaları (2. Baskı), Ankara: Pegem Akademi Yayıncılık.
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  • Dillon, A. & Morris, M.G. (1996). User acceptance of information technology: theories and models, Annual Review of Information Science and Technology, 31, 3-32.
  • El-Tartoussi, I. (2009). Networked readiness in the United Arab Emirates. 2009 2nd Annual Forum on e-Learning Excellence in the Middle East, Dubai, UAE.
  • Erkorkmaz, Ü., Etikan, İ., Demir, O., Özdamar, K. & Sanisoğlu, S.Y. (2013). Doğrulayıcı Faktör Analizi ve Uyum Indeksleri. Türkiye Klinikleri, Journal of Medical Sciences, 33(1), 210-223.
  • Hair, J.F., Black, W.C., Babin, B.J., Anderson, R.E. & Tatham, R.L. (2010). Multivariate data analysis: a global perspective (7th ed). Hoboken, NJ, USA: Pearson Education Inc.
  • Hair, J. F., Black, W. C., Babin, B. J. & Anderson, R. E. (2013). Multivariate data analysis: pearson new international edition. (7th ed). Hoboken, NJ, USA: Pearson Education Inc.
  • Hu, P.J., Clark, T.H.K. & Ma, W.W. (2003). Examining technology acceptance by school teachers: a longitudinal study, Information & Management, 41,227–241.
  • Hussein, H. (2011). Attitudes of Saudi Universities faculty members towards using e-learning management system (JUSUR), The Turkish Online Journal of Education Technology, 10(2), 1-11.
  • Igbaria, M., Greenhaus, J., & Parasuraman, S. (1991). Career orientations of MIS Employees: An Empirical Analysis. Management Information Systems Quarterly, 15(2), 151-169.
  • Imamoglu, S. Z. (2007). An empirical analysis concerning the user acceptance of e-learning, Journal of American Academy of Business, 11(1), 132–137.
  • Islam A.K.M.N., Azad N., Mantymaki M. & Islam S.M.S. (2014). TAM and e-learning adoption: a philosophical scrutiny of TAM, its limitations, and prescriptions for e-learning adoption research, IFIP Advances in Information and Communication Technology, (445), 164–175.
  • İşman, A. (2011). Uzaktan Eğitim, Pagem Akademi Yayınları, 4. Baskı içinde Pegem Akademi, Ankara, 111, 36-37.
  • Kalaycı, Ş. (2016). SPSS uygulamalı çok değişkenli Iistatistik Teknikleri (7. Baskı). Ankara: Asil Yayıncılık.
  • Karagöz, Y. (2016). SPSS 23 ve AMOS 23 uygulamalı Iistatistiksel analizler (1.Baskı). Ankara: Nobel Akademik Yayıncılık.
  • Khan, B. H. (2005). Managing e-learning: design, delivery, implementation and evaluation, Hershey, PA: Information Science Publishing.
  • Kim, B. & Park, M.J. (2017). Effect of personal factors to use ICTs on e-learning adoption: comparison between learner and instructor in developing countries. Journal of Information Technology for Development, 24(4), 706-732.
  • Kline, Rex B. (2011). Principles and practice of structural equation modeling (3. Baskı). New York: The Guilford Press.
  • Lee, B.C. Yoon J.O., & Lee, I. (2009). Learners’ acceptance of e-learning in South Korea: theories and results. Computers & Education, 53, 1320–1329.
  • Lee, Y., Hsieh, Y. & Hsu. (2011). Adding innovation diffusion theory to technology acceptance model: supporting employees’ intentions to use e-learning systems. Educational Technology & Society, 14 (4), 124-137.
  • Lei, S. A. & Gupta, R. K. (2010). College distance education courses: evaluating benefits and costs from institutional, faculty and students’ perspectives. Education, 130(4), 616–631.
  • Li, H. & Masters, J. (2009). ELearning and knowledge management in the early years: Where are we and where should we go. knowledge management and e-learning: An International Journal, 1(4), 245-250.
  • Liaw, S. S. (2008). Investigating students’ perceived satisfaction, behavioral intention, and effectiveness of e-learning: a case study of the blackboard system. Computers and Education, 51(2), 864–873.
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There are 76 citations in total.

Details

Primary Language Turkish
Subjects Business Administration
Journal Section Makaleler
Authors

Bilgen Akmermer 0000-0003-4201-5254

Hasan Ayyıldız 0000-0003-1954-6719

Publication Date April 19, 2022
Submission Date December 15, 2021
Published in Issue Year 2022

Cite

APA Akmermer, B., & Ayyıldız, H. (2022). Covid-19 Pandemisi Sürecinde Akademisyenlerin E-Eğitim Sistemlerine Yönelik Tutumlarını Etkileyen Faktörlerin Belirlenmesi Üzerine Bir Araştırma. Cumhuriyet Üniversitesi İktisadi Ve İdari Bilimler Dergisi, 23(2), 548-565. https://doi.org/10.37880/cumuiibf.1036688

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