The results of theseanalyses demonstrate that in general, maker teachers have a positive attitude towards e-learning,and that they have a high level of readiness for e-learning.
📌 3 Maddede Bu Makale
🎯
Amaç & Hipotez:The purpose of this study is to determine maker teachers' attitudes towards e-learning, as wellas their levels of readiness to implement it.
📊
Temel Bulgular & Veri:Their attitudes and level of readiness will beevaluated by the use of several demographic variables. 104 maker teachers of different ages,who had different professional experiences; has participated in the study. "The PersonalInformation Form" made up of 11 questions; a 5 point likert scale survey made up of 20questions titled "Scale Survey about General Attitudes Towards E-Learning"; and a 7 pointlikert scale survey made up of 33 questions, titled "Scale Survey about Level of Readiness forE-Learning"; were used as data gathering instruments.
💡
Sonuç & Katkı:The results of theseanalyses demonstrate that in general, maker teachers have a positive attitude towards e-learning,and that they have a high level of readiness for e-learning.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Alan Parametreleri
Abstract
The purpose of this study is to determine maker teachers' attitudes towards e-learning, as wellas their levels of readiness to implement it. Their attitudes and level of readiness will beevaluated by the use of several demographic variables. 104 maker teachers of different ages,who had different professional experiences; has participated in the study. "The PersonalInformation Form" made up of 11 questions; a 5 point likert scale survey made up of 20questions titled "Scale Survey about General Attitudes Towards E-Learning"; and a 7 pointlikert scale survey made up of 33 questions, titled "Scale Survey about Level of Readiness forE-Learning"; were used as data gathering instruments. Descriptive (f, %, M) and proceduralanalyses (t-test, ANOVA) were made, with the help of the SSPS program. The results of theseanalyses demonstrate that in general, maker teachers have a positive attitude towards e-learning,and that they have a high level of readiness for e-learning.
🔖
Bu Makaleye Atıf Yap
MAVİ, D., ERÇAĞ, E. (2022). ANALYSIS OF THE ATTITUDES AND THE READINESS OF MAKER TEACHERS TOWARDS E-LEARNING, WITH USE OF SEVERAL VARIABLES. IOJET, Cilt: 7 - Sayı: 2, 295–322. https://ajindex.com/articles/542214
Akıncı, A., ve Tüzün, H. (2016). Maker hareketi ve yenilikçi eğitim: bir durum analizi. 3. Uluslararası Eğitimde Yeni Yönelimler Konferansı Bildiri Kitabı, (shf. 59-70), 27 – 29 Nisan 2016.
Aytaç, T. (2003). Geleceğin öğrenme biçimi: e-öğrenme. Bilim ve Aklın Aydınlığında Eğitim Dergisi, http://yayim.meb.gov.tr/dergiler/sayi35/aytac.htm adresinden alınmıştır. Aytekin, B.A. (2018). FeTeMM yaklaşımının işlerliğinin artmasın adına görsel iletişim tasarım yöntemlerinin eğitim sistemine adapte edilmesi. Gümüşhane Üniversitesi, İletişim Fakültesi Elektronik Dergisi, 6(1), 457- 483. Behera, S., K. (2012). An investigation into the attitude of college teachers towards e-learning in Purulia district of west Bengal, India. Turkish Online Journal of Distance Education 13 (3), 152-160.
Bhuasiri, W., Xaymoungkhoun, O., Zo, H., Rho, J. J., & Ciganek, A. P. (2012). Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and faculty. Computers & Education, 58(2), 843-855.
Çetin, U. (2018). Denizcilik lisesi öğrencilerinin e-öğrenmeye yönelik tutumlarının farklı değişkenler açısından incelenmesi. (Yayınlanmamış Yüksek Lisans Tezi). Bahçeşehir Üniversitesi,
Eğitim bilimleri Enstitüsü, İstanbul.
Çiğdem, H., & Yıldırım, O. G. (2014). Effects of students’ characteristics on online learning readiness: A vocational college example. Turkish Online Journal of Distance Education, 15(3),80-93.
Çobanoğlu, İ., Ateş, A., İliç, U. & Yılmaz, E. (2009). Investigating prospective computer teachers’ perceptions on e-learning. Procedia - Social and Behavioral Sciences, 1(1), 1460-1463.
Davee, S., Regalla, L., & Chang, S. (2015). Makerspaces: Highlights of select literature. Maker Educational Initiative. Demir, Ö. (2015). Öğrencilerin ve öğretim elemanlarının e-öğrenmeye hazır bulunuşluk düzeylerinin incelenmesi: Hacettepe Üniversitesi eğitim fakültesi örneği (Yüksek lisans tezi). Hacettepe Üniversitesi,
Eğitim Bilimleri Enstitüsü, Ankara.
Dikbaş, E. (2006). Öğretmen adaylarının e-öğrenmeye yönelik tutumlarının incelenmesi. (Yayınlanmamış yüksek lisans tezi). Dokuz Eylül Üniversitesi,
Eğitim Bilimleri Enstitüsü, İzmir.
Dixon, C., & Martin, L. (2014). Make to relate: Narratives of, and as, community practice. International Conference of the Learning Sciences (ICLS 2014).
Boulder, CO, USA. Gülbahar, Y. (2009). E-öğrenme. PegemA Yayıncılık, 1. Baskı,
Ankara.
Hatch, M. (2013). The maker movement manifesto: Rules for innovation in the new world o