AI Summary & Key Takeaways
AI InsightAccording to the results of the analyses, while there is a significant difference in teacher candidates’ self-directed learning in terms of their gender, significant differences were not found in terms of their computer/internet self-efficacy, control, motivation for learning and online communication selfefficacy.
📌 3 Key Takeaways
Abstract
The purpose of this study is to present whether the readiness levels of teacher candidates for online learning differ according to the variables like gender, age, department and employment. In accordance with this purpose, 599 third and fourth grade teacher candidates in three accessible state universities were chosen as participants by the researchers through convenience sampling method. Online learning readiness scale was used in this study to measure the readiness levels of teacher candidates for online learning. Measurement tools were distributed and obtained by the researchers and analyses were released through using statistical software programs. For the analysis of the data, t-test and one- way ANOVA analyses were done for unrelated samples. According to the results of the analyses, while there is a significant difference in teacher candidates’ self-directed learning in terms of their gender, significant differences were not found in terms of their computer/internet self-efficacy, control, motivation for learning and online communication selfefficacy. It was found that female teacher candidates had higher points in self-directed learning. It was found that teacher candidates did not show significant difference in terms of their sub factor readiness levels according to their department and age. While there is a significant difference in teacher candidates’ motivation for learning, it was not found a significant difference in their computer/internet self-efficacy, control, and online communication self-efficacy and self-directed learning self-efficacy. It was found that teacher candidates having no job had higher motivation in the motivation for learning dimension
Özet
The purpose of this study is to present whether the readiness levels of teacher candidates for online learning differ according to the variables like gender, age, department and employment. In accordance with this purpose, 599 third and fourth grade teacher candidates in three accessible state universities were chosen as participants by the researchers through convenience sampling method. Online learning readiness scale was used in this study to measure the readiness levels of teacher candidates for online learning. Measurement tools were distributed and obtained by the researchers and analyses were released through using statistical software programs. For the analysis of the data, t-test and one- way ANOVA analyses were done for unrelated samples. According to the results of the analyses, while there is a significant difference in teacher candidates’ self-directed learning in terms of their gender, significant differences were not found in terms of their computer/internet self-efficacy, control, motivation for learning and online communication self-efficacy. It was found that female teacher candidates had higher points in self-directed learning. It was found that teacher candidates did not show significant difference in terms of their sub factor readiness levels according to their department and age. While there is a significant difference in teacher candidates’ motivation for learning, it was not found a significant difference in their computer/internet self-efficacy, control, and online communication self-efficacy and self-directed learning self-efficacy. It was found that teacher candidates having no job had higher motivation in the motivation for learning dimension.