Necmettin Erbakan Üniversitesi Meram Tıp Fakültesi'nin e-öğrenmeye hazır bulunuşluk düzeyi
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Tarih
2022
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Necmettin Erbakan Üniversitesi Meram Tıp Fakültesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Necmettin Erbakan Üniversitesi Meram Tıp Fakültesi'nde öğrenim gören öğrencilerin ve aynı fakültede görev yapmakta olan akademisyenlerin elektronik öğrenmeye (e-öğrenmeye) hazır bulunuşluk düzeylerini ve e-öğrenmeye yönelik tutumlarını incelemektir. Gereç ve yöntem: Tanımlayıcı ve kesitsel tipte bir çalışma olarak planlanan bu araştırmanın evrenini Konya Necmettin Erbakan Üniversitesi (NEÜ) Meram Tıp Fakültesi öğretim üyeleri ve öğrencileri oluşturdu. Çalışmada hem öğrencilere hem de akademisyenlere yönelik ayrı ayrı hazırlanan sosyodemografik bilgi formu, e-öğrenmeye hazır bulunuşluk ölçeği ve e-öğrenmeye yönelik tutum ölçeğinden oluşan anket formları kullanıldı. Anket formları 10 Nisan-30 Temmuz 2021 tarihleri arasında gönüllü katılımcılara uygulandı. Çalışmada elde edilen bulgular SPSS (Statistical Package for Social Sciences for Windows) 20.0 programı kullanılarak analiz edilmiştir. p<0,05 değeri istatistiksel olarak anlamlı kabul edildi. Bulgular: Çalışmaya katılan öğrencilerin %62,8'i (n=130) kadındı ve %85'inin (n=176) kişisel bilgisayarı (masaüstü, dizüstü vb.) mevcuttu. Öğrencilerin %89,4'ünün (n=185) ikamet ettiği yerde (ev, yurt vs) internet bağlantısı mevcut olup internet erişiminde en çok kullandıkları cihaz %69,1 (n=143) ile akıllı telefondu. Öğrenciler interneti genellikle sosyal ağlarda gezinmek %62,3 (n=129) ve arama motorları aracı ile bilgi edinmek %59,9 (n=124) için kullanmaktaydı. Öğrencilerin %52,2'si bir sonraki akademik yıl için yüz yüze eğitimi tercih ederken %40,6'sı hibrid eğitimi tercih etmekteydi. E-Öğrenmede memnuniyet derecesine göre az memnun olan öğrencilerin e-öğrenmeye hazır bulunuşluk toplam puanları (155,88±29,19), orta derecede memnun olanların puanlarından (169,23±23,52) ve çok memnun olanların puanlarından (184,57±23,72) düşük olarak saptandı (sırasıyla p=0,006; p<0,001). Çalışmaya katılan akademisyenlerin %54,9'u (n=28) erkekti. Temel bilimlerde görev yapan 14 (%27,5), dahili bilimlerde görev yapan 25 (%49,0) ve cerrahi bilimlerde görev yapan 12 (%23,5) akademisyen bulunmaktaydı. Akademisyenler interneti genellikle e-postalarını kontrol etmek %84,3 (n=43), arama motorları aracı ile bilgi edinmek %74,5 (n=38), bilimsel çalışmalar yapmak %88,2 (n=45) ve ders içeriği hazırlamak %58,8 (n=30) için kullanmaktaydı. Akademisyenlerin %58,8'i (n=30) bir sonraki akademik yıl için yüz yüze eğitimi tercih etmekteydi. E-öğrenmeden çok memnun olan akademisyenlerin e-öğrenmeye hazır bulunuşluk toplam puanları (156,53±17,43), orta derece memnun (130,57±26,98) ve az memnun olanların puanlarından (129,50±20,82) yüksekti (sırasıyla p=0,002; p=0,007). Öğrenci ve akademisyenler ile e-öğrenmeden memnuniyet düzeyi arasında istatistiksel olarak anlamlı fark vardı (p=0,016). Öğrencilerin %49,8'i (n=103) e-öğrenmeden az memnun iken, akademisyenlerin %43,1'i (n=22) e-öğrenmeden orta düzeyde memnundu. Sonuç: Bu çalışmada öğrencilerin ve akademisyenlerin memnuniyet düzeylerinin e-öğrenmeye hazır bulunuşluk düzeyine etki eden faktörlerden biri olduğu tespit edildi. E-öğrenme sürecinde teknik, donanımsal problemlerin ve iletişim eksikliği problemlerinin en çok karşılaşılan problemler olduğu saptandı. Ayrıca yaşları daha ileri olmasına rağmen akademisyenlerin e-öğrenmeye yönelik tutumlarının öğrencilere göre daha olumlu olduğu tespit edildi. Anahtar kelimeler: E-öğrenme, uzaktan eğitim, web tabanlı eğitim, çevrimiçi eğitim, online eğitim, hazır bulunuşluk, aile hekimliği
The aim of this study is to examine the readiness levels of students studying at Necmettin Erbakan University Meram Faculty of Medicine and academicians working in the same faculty towards e-learning and their attitudes towards e-learning. Materials and Methods: The universe of this research, which was planned as a descriptive and cross-sectional study, consisted of Konya Necmettin Erbakan University (NEU) Meram Medical Faculty medical educators and students. In the study, questionnaire forms consisting of sociodemographic information form, e-learning readiness scale and attitude scale towards e-learning, which were prepared separately for both students and academics, were used. Questionnaire forms were applied to volunteer participants between April 10 and July 30, 2021. The findings obtained in the study were analyzed using the SPSS (Statistical Package for Social Sciences for Windows) 20.0 program. p<0.05 value was considered statistically significant. Results: Of the 207 students participating in the study, 62.8% (n=130) were female and 85% (n=176) had a personal computer (desktop, laptop, etc.). In the study, it was found that 89.4% (n=185) of the students had an internet connection at their place of residence (home, dormitory, etc.), and the most used device for internet access was smartphone with 69.1% (n=143). Students generally used the internet to browse social networks 62.3% (n=129) and to obtain information through search engines 59.9% (n=124). While 52.2% of the students preferred face-to-face education for the next academic year, 40.6% preferred hybrid education. Of the 51 academicians participating in the study, 54.9% (n=28) were male. There were 14 (27.5%) academicians working in basic sciences, 25 (49.0%) working in internal sciences and 12 (23.5%) working in surgical sciences. Academicians use the internet to check their e-mails 84.3% (n=43), to obtain information through search engines 74.5% (n=38), to conduct scientific studies 88.2% (n=45) and to prepare course content was using it for 58.8% (n=30). 58.8% (n=30) of the academicians preferred face-to-face education for the next academic year. The total e-learning readiness scores of the academicians who were very satisfied with e-learning (156.53±17.43) were compared to the scores of those who were moderately satisfied (130.57±26.98) and less satisfied (129.50±20.82) was high (p=0.002; p=0.007, respectively). There was a statistically significant relationship between students and academicians and the level of satisfaction with e-learning (p=0.016). While 49.8% (n=103) of the students were less satisfied with e-learning, 43.1% (n=22) of the academicians were moderately satisfied with e-learning. Conclusions: In this study, it was determined that the satisfaction level of students and academicians is one of the factors affecting the level of readiness for e-learning. It was determined that technical and hardware problems and lack of communication problems were the most common problems in the e-learning process. In addition, it was determined that academicians' attitudes towards e-learning were more positive than students, despite their older age. Keywords: E-learning, distance education, web-based education, online education, online education, readiness, family medicine
The aim of this study is to examine the readiness levels of students studying at Necmettin Erbakan University Meram Faculty of Medicine and academicians working in the same faculty towards e-learning and their attitudes towards e-learning. Materials and Methods: The universe of this research, which was planned as a descriptive and cross-sectional study, consisted of Konya Necmettin Erbakan University (NEU) Meram Medical Faculty medical educators and students. In the study, questionnaire forms consisting of sociodemographic information form, e-learning readiness scale and attitude scale towards e-learning, which were prepared separately for both students and academics, were used. Questionnaire forms were applied to volunteer participants between April 10 and July 30, 2021. The findings obtained in the study were analyzed using the SPSS (Statistical Package for Social Sciences for Windows) 20.0 program. p<0.05 value was considered statistically significant. Results: Of the 207 students participating in the study, 62.8% (n=130) were female and 85% (n=176) had a personal computer (desktop, laptop, etc.). In the study, it was found that 89.4% (n=185) of the students had an internet connection at their place of residence (home, dormitory, etc.), and the most used device for internet access was smartphone with 69.1% (n=143). Students generally used the internet to browse social networks 62.3% (n=129) and to obtain information through search engines 59.9% (n=124). While 52.2% of the students preferred face-to-face education for the next academic year, 40.6% preferred hybrid education. Of the 51 academicians participating in the study, 54.9% (n=28) were male. There were 14 (27.5%) academicians working in basic sciences, 25 (49.0%) working in internal sciences and 12 (23.5%) working in surgical sciences. Academicians use the internet to check their e-mails 84.3% (n=43), to obtain information through search engines 74.5% (n=38), to conduct scientific studies 88.2% (n=45) and to prepare course content was using it for 58.8% (n=30). 58.8% (n=30) of the academicians preferred face-to-face education for the next academic year. The total e-learning readiness scores of the academicians who were very satisfied with e-learning (156.53±17.43) were compared to the scores of those who were moderately satisfied (130.57±26.98) and less satisfied (129.50±20.82) was high (p=0.002; p=0.007, respectively). There was a statistically significant relationship between students and academicians and the level of satisfaction with e-learning (p=0.016). While 49.8% (n=103) of the students were less satisfied with e-learning, 43.1% (n=22) of the academicians were moderately satisfied with e-learning. Conclusions: In this study, it was determined that the satisfaction level of students and academicians is one of the factors affecting the level of readiness for e-learning. It was determined that technical and hardware problems and lack of communication problems were the most common problems in the e-learning process. In addition, it was determined that academicians' attitudes towards e-learning were more positive than students, despite their older age. Keywords: E-learning, distance education, web-based education, online education, online education, readiness, family medicine
Açıklama
Anahtar Kelimeler
E-öğrenme, Web tabanlı eğitim, Çevrimiçi eğitim, online eğitim, Uzaktan eğitim, E-learning, Distance education, Web-based education, Online education
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Yıldız, F. (2022). Necmettin Erbakan Üniversitesi Meram Tıp Fakültesi'nin e-öğrenmeye hazır bulunuşluk düzeyi. (Yayınlanmamış tıpta uzmanlık tezi) Necmettin Erbakan Üniversitesi, Meram Tıp Fakültesi Dahili Tıp Bilimleri Bölümü Aile Hekimliği Anabilim Dalı, Konya.
