Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2022, Cilt: 6 Sayı: 1, 16 - 33, 30.12.2022
https://doi.org/10.51726/jlr.1160331

Öz

Kaynakça

  • Allen, M., Omori, K., Cole, A. W. & Burrell, N. (2019). Distance learning and student satisfaction. In Moore, M. G. & Diehl, W. C. (Editors). Handbook of distance education (4th Edition), 122-131. Routledge.
  • Ally, M. (2008). Foundations of educational theory for online learning. In T. Anderson (Ed.), Theory and practice of online learning (2nd Ed.), 3-31, Athabasca University Press.
  • Almusharraf, N., & Khahro, S. (2020). Students’ satisfaction with online learning experiences during the COVID-19 pandemic. International Journal of Emerging Technologies in Learning (IJET), 15(21), 246-267. https://doi.org/10.3991/ijet.v15i21.15647
  • Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments, Distance Education, 40(1), 133-148, https://doi.org/10.1080/01587919.2018.1553562
  • Altmann, A., Ebersberger, B., Mössenlechner, C. & Wieser, D. (2019). Introduction: The disruptive power of online education: Challenges, opportunities, responses. In Altmann, A., Ebersberger, B., Mössenlechner, C. & Wieser, D. (Editors). The disruptive power of online education: Challenges, opportunities, responses, 1-6, Emerald Publishing.
  • Avsheniuk, N., Seminikhyna, N., Svyrydiuk, T. & Lutsenko, O. (2021). ESP students’ satisfaction with online learning during the COVID-19 pandemic in Ukraine. Arab World English Journal (AWEJ) Special Issue on Covid 19 Challenges, 1, 222-234, https://dx.doi.org/10.24093/awej/covid.17
  • Baber, H. (2020). Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID-19. Journal of Education and e-Learning Research, 7(3), 285–292, https://doi.org/10.20448/journal.509.2020.73.285.292
  • Başar, M., Arslan, S., Günsel, E. & Akpınar, M. (2019). Distance education perceptions of prospective teachers, Journal of Multidisciplinary Studies in Education, 3(2), 14-22.
  • Bayrak, D. F., Moanes, D. M. & Altun, D. A. (2020). Development of online course satisfaction scale. Turkish Online Journal of Distance Education, 21(4), 110–122, https://doi.org/10.17718/TOJDE.803378
  • Bayrak, M., Aydemir, M. & Karaman, S. (2017). An investigation of the learning styles and the satisfaction levels of the distance education students, Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 46(1), 231-263.
  • Birişçi, S. (2013). Video konferans tabanlı uzaktan eğitime ilişkin öğrenci tutumları ve görüşleri, Journal of Instructional Technologies & Teacher Education, 1(2), 24-40.
  • Boettcher, J.V. & Conrad, R.M. (2016). The online teaching survival guide (2nd ed.). John Wiley & Sons.
  • Bokayev, B., Torebekova, Z., Davletbayeva, Z. & Zhakypova, F. (2021). Distance learning in Kazakhstan: Estimating parents’ satisfaction of educational quality during the coronavirus, Technology, Pedagogy and Education, 30(1), 27-39, https://doi.org/10.1080/1475939X.2020.1865192
  • Boz Yüksekdağ, B. (2016). Açık ve uzaktan eğitimde öğrenme, AUAd, 2(4), 127-138.
  • Bozkurt, A. (2017). Türkiye’de uzaktan eğitimin dünü, bugünü ve yarını, AUAd, 3(2), 85-124.
  • Burns, M. (2011). Distance education for teacher training: Modes, models, and methods, Education Development Center, Inc.
  • Caner, M. (2016). Distance language education: teaching beyond the walls. In İ. Yaman, E. Ekmekçi, & M. Şenel (Eds.), Current trends in ELT, 214-225, Nüans Publishing.
  • Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education (6th Ed.), Routledge/Taylor & Francis Group.
  • Devran, Y. & Elitaş, T. (2016). Uzaktan eğitim: Fırsatlar ve tehditler, AJIT-e: Online Academic Journal of Information Technology, 8(27), 31-40.
  • Dinh, L. P. & Nguyen, T. T. (2020). Pandemic, social distancing, and social work education: Students’ satisfaction with online education in Vietnam, Social Work Education, 39(8), 1074-1083, https://dx.doi.org/10.1080/02615479.2020.1823365
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies, OUP.
  • Eygü, H. & Karaman, S. (2013). Uzaktan eğitim öğrencilerinin memnuniyet algıları üzerine bir araştırma, Kırıkkale Üniversitesi Sosyal Bilimler Dergisi, 3(1), 36–59.
  • Gnanadass, E. & Sanders, A. Y. (2019). Gender still matters in distance education. In Moore, M. G. & Diehl, W. C. (Editors). Handbook of distance education (4th Edition), 79-91. Routledge.
  • Gnanadesikan, R. (1997). Methods for statistical data analysis of multivariate observations (2nd Ed.), John Wiley & Sons, Inc.
  • Gürer, M. D., Tekinarslan, E. & Yavuzalp, N. (2016). Çevrimiçi ders veren öğretim elemanlarının uzaktan eğitim hakkındaki görüşleri, Turkish Online Journal of Qualitative Inquiry (TOJQI), 7(1), 47-78.
  • Hamdan, K. M., Al-Bashaireh, A. M., Zahran, Z., Al-Daghestani, A., Samira, A. H. & Shaheen, A. M. (2021). University students’ interaction, internet self-efficacy, self-regulation and satisfaction with online education during pandemic crises of COVID-19 (SARS-CoV-2). International Journal of Educational Management, 35(3), 713-725, https://doi.org/10.1108/IJEM-11-2020-0513.
  • Harsasi, M. & Sutawijaya, A. (2018). Determinants of student satisfaction in online tutorial: A study of a distance education institution, Turkish Online Journal of Distance Education, 19(1), 89-99.
  • Hartnett, M. (2016). Motivation in online education, Springer.
  • Hartnett, M. (2019). Motivation in distance education. In Moore, M. G. & Diehl, W. C. (Editors). Handbook of distance education (4th Edition), 145-157. Routledge.
  • Howitt, D. & Cramer, D. (2011). Introduction to SPSS statistics in psychology: For version 19 and earlier (5th Ed.), Pearson Education Limited.
  • Ilgaz, H. & Gülbahar, J. (2015). A snapshot of online learners: E-readiness, e-satisfaction and expectations. The International Review of Research in Open and Distributed Learning, 16(2), 171–187, https://doi.org/10.19173/irrodl.v16i2.2117
  • İslamoğlu, H. A. (2003). Bilimsel araştırma yöntemleri, Beta Yayınları.
  • Karasar, N. (2013). Bilimsel araştırma yöntemi (25th Ed.), Nobel Yayın Dağıtım.
  • Karasu, G. & Sarı, Y. E. (2019). Uzaktan eğitim ve yabancı dil öğrenme özerkliği, Diyalog, 2019(2), 321-334.
  • Kavrat, B. & Türel, Y. K. (2013). Çevrimiçi uzaktan eğitimde öğretmen rollerini ve yeterliliklerini belirleme ölçeği geliştirme, The Journal of Instructional Technologies &Teacher Education, 1(3), 23-33.
  • Ke, F. & Kwak, D. (2013). Online learning across ethnicity and age: a study on learning interaction participation, perception, and learning satisfaction, Computers & Education, 61(2013), 43-51.
  • Khafaga, A. F. (2021). The perception of blackboard collaborate-based instruction by EFL majors/teachers amid COVID-19: A case study of Saudi universities, Journal of Language and Linguistic Studies, 17(Special Issue 2), 1160-1173.
  • Kışla, T. (2016). Uzaktan eğitime yönelik tutum ölçeği geliştirme çalışması, Ege Eğitim Dergisi, 2016(17) 1, 258-271.
  • Koç, E. (2020). An evaluation of distance learning in higher education through the eyes of course instructors. Akdeniz Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 25-39.
  • Korres, M. P. (2015). Promoting interaction in an asynchronous e-learning environment. In Pablos, P. O., Tennyson, R. D. & Lytras, M. D. (Editors). Assessing the role of mobile technologies and distance learning in higher education, 154-175. IGI Global.
  • Krusekopf, C. (2019). Internationalisation of online learning: A double degree model. In Altmann, A., Ebersberger, B., Mössenlechner, C. & Wieser, D. (Eds.). The disruptive power of online education: Challenges, opportunities, responses, 63-80. Emerald Publishing.
  • Landrum, B., Bannister, J., Garza, G. & Rhame, S. (2021). A class of one: Students’ satisfaction with online learning, Journal of Education for Business, 96(2), 82-88, https://doi.org/10.1080/08832323.2020.1757592
  • McAvinia, C. (2016). Online learning and its users: Lessons for higher education, Chandos Publishing/Elsevier.
  • Mertler, C. A. & Vannatta, R. A. (2005). Advanced and multivariate statistical methods: Practical application and interpretation (3rd Ed.), Pyrczak Publishing.
  • Montebello, M. (2018). AI injected e-learning: the future of online education, Springer International Publishing.
  • Moore, M. & Kearsley, G. (2011). Distance education: A systems view of online learning, Wadsworth Publishing.
  • Nunan, D. (1992). Research methods in language learning, Cambridge University Press.
  • Ozkan, S. & Koseler, R. (2009). Multi-dimensional students’ evaluation of e-learning systems in the higher education context: An empirical investigation, Computers & Education, 53, 1285-1296.
  • Rennell, N. (2020). Excellent online teaching, Niles Rennell.
  • Simonson, M., Schlosser, C. & Orellana, A. (2011). Distance education research: A review of the literature, Journal of Computing in Higher Education, 23(2), 124-142.
  • Simonson, M., Smaldino, S. & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education (6th ed.), Charlotte, NC: IAP.
  • Stavredes, T. M. & Herder, T. M. (2019). Instructional strategies to support student persistence. In Moore, M. G. & Diehl, W. C. (Editors). Handbook of distance education (4th Edition), 133-142. Routledge.
  • Sun, P., Tsai, R., Finger, G., Chen, Y. & Yeh, D. (2008). What drives a successful e-learning? An empirical investigation of the critical factors influencing learner satisfaction, Computers & Education, 50, 1183-1202.
  • Swan, K. (2021). Teaching and learning in post- industrial distance education. In Cleveland-Innes, M. F. & Garrison, D. R. (Editors). An introduction to distance education: Understanding teaching and learning in a new era (2nd Ed.), 67-89. Routledge.
  • Tabachnick, B. G. & Fidel, L. S. (2014). Using multivariate statistics (6th Ed.), Pearson Education Limited.
  • Thode, H. C. (2002). Testing for normality, Marcel Dekker, Inc.
  • Tseng, H., Kuo., Y., Yeh, H. & Tang, Y. (2022). Relationships between connectedness, performance proficiency, satisfaction, and online learning continuance. Online Learning, 26(1), 285-301, https://doi.org/10.24059/olj.v1i1.2637
  • Ustabulut, M.Y. & Keskin, S. (2020). ‘Tele-education’ in the COVID-19 process in Turkey: A mental diaspora research specific to Turkish teaching students, Journal of Language and Linguistic Studies, 16(4), 2163-2182.
  • Van Wart, M., Ni, A., Rose, L., McWeeney, T. & Worrell, R. A. (2019). Literature review and model of online teaching effectiveness integrating concerns for learning achievement, student satisfaction, faculty satisfaction, and institutional results. Pan-Pacific Journal of Business Research, 10(1), 1–22.
  • Wang, L. (2019). Research on assessment of online foreign language teaching system, Advances in Social Science, Education and Humanities Research, 357, 117-120.
  • Wei, H. C. & Chou, C. (2020) Online learning performance and satisfaction: Do perceptions and readiness matter? Distance Education, 41(1), 48-69, https://doi.org/10.1080/01587919.2020.1724768
  • White, C. (2003). Language learning in distance education. Cambridge University Press.
  • Wolters, C. A. & Won, S. (2017). Validity and the use of self-report questionnaires to assess self-regulated learning. In Shunk, D. H. & Greene, J. A. (Eds.). Handbook of self-regulation of learning and performance (2nd Ed.), 307-322, Routledge Taylor & Francis Group.
  • Yıldırım, S., Yıldırım, G., Çelik, E. & Karaman, S. (2014). Uzaktan eğitim öğrencilerinin uzaktan eğitime yönelik görüşleri: Bir ölçek geliştirme çalışması, Eğitim ve Öğretim Araştırmaları Dergisi, 3(3), 365-370.
  • Zhan, Z. & Mei, H. (2013). Academic self-concept and social presence in face-to-face and online learning: Perceptions and effects on students' learning achievement and satisfaction across environments, Computers & Education, 69, 131-138.
  • Zhang, Y. & Lin, C, H. (2020). Student interaction and the role of the teacher in a state virtual high school: What predicts online learning satisfaction?, Technology, Pedagogy and Education, 29(1), 57-71, https://doi.org/10.1080/1475939X.2019.1694061

How Satisfactory is Distance Education for Pre-Service English Language Teachers?

Yıl 2022, Cilt: 6 Sayı: 1, 16 - 33, 30.12.2022
https://doi.org/10.51726/jlr.1160331

Öz

Several national and international higher education institutions had already started offering distance education to their students; however, the global outbreak of the Covid-19 pandemic in the first quarter of 2020 accelerated this process and educational institutions at all levels had to switch to distance education in line with the precautions taken by the governments. It can be argued that neither the educational institutions nor the teachers/instructors and students were well-prepared for such a swift shift. Therefore, the aim of this study is to identify distance education satisfaction levels of pre-service English language teachers by shedding light on the variables that may have an influence on their perceptions. A mixed methods research design, involving 122 pre-service English language teachers studying at a state university in Turkey, was employed within the study and both qualitative and quantitative data were collected and analyzed. For the analysis of the quantitative data, descriptive statistics, independent samples t-test, one-way analysis of variance (ANOVA) and Mann-Whitney U test were utilized. Likewise, qualitative data was analyzed via content analysis. The results of the analyses indicate that the implementation of distance education is regarded as satisfactory in some respects and unsatisfactory in some other respects. It can be hypothesized that the specification of these aspects will possibly help both educational institutions and teachers/instructors design and implement their distance education operations more effectively since the opinions and perceptions of the students as to the implementation of distance education are revealed within the study.

Kaynakça

  • Allen, M., Omori, K., Cole, A. W. & Burrell, N. (2019). Distance learning and student satisfaction. In Moore, M. G. & Diehl, W. C. (Editors). Handbook of distance education (4th Edition), 122-131. Routledge.
  • Ally, M. (2008). Foundations of educational theory for online learning. In T. Anderson (Ed.), Theory and practice of online learning (2nd Ed.), 3-31, Athabasca University Press.
  • Almusharraf, N., & Khahro, S. (2020). Students’ satisfaction with online learning experiences during the COVID-19 pandemic. International Journal of Emerging Technologies in Learning (IJET), 15(21), 246-267. https://doi.org/10.3991/ijet.v15i21.15647
  • Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments, Distance Education, 40(1), 133-148, https://doi.org/10.1080/01587919.2018.1553562
  • Altmann, A., Ebersberger, B., Mössenlechner, C. & Wieser, D. (2019). Introduction: The disruptive power of online education: Challenges, opportunities, responses. In Altmann, A., Ebersberger, B., Mössenlechner, C. & Wieser, D. (Editors). The disruptive power of online education: Challenges, opportunities, responses, 1-6, Emerald Publishing.
  • Avsheniuk, N., Seminikhyna, N., Svyrydiuk, T. & Lutsenko, O. (2021). ESP students’ satisfaction with online learning during the COVID-19 pandemic in Ukraine. Arab World English Journal (AWEJ) Special Issue on Covid 19 Challenges, 1, 222-234, https://dx.doi.org/10.24093/awej/covid.17
  • Baber, H. (2020). Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID-19. Journal of Education and e-Learning Research, 7(3), 285–292, https://doi.org/10.20448/journal.509.2020.73.285.292
  • Başar, M., Arslan, S., Günsel, E. & Akpınar, M. (2019). Distance education perceptions of prospective teachers, Journal of Multidisciplinary Studies in Education, 3(2), 14-22.
  • Bayrak, D. F., Moanes, D. M. & Altun, D. A. (2020). Development of online course satisfaction scale. Turkish Online Journal of Distance Education, 21(4), 110–122, https://doi.org/10.17718/TOJDE.803378
  • Bayrak, M., Aydemir, M. & Karaman, S. (2017). An investigation of the learning styles and the satisfaction levels of the distance education students, Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 46(1), 231-263.
  • Birişçi, S. (2013). Video konferans tabanlı uzaktan eğitime ilişkin öğrenci tutumları ve görüşleri, Journal of Instructional Technologies & Teacher Education, 1(2), 24-40.
  • Boettcher, J.V. & Conrad, R.M. (2016). The online teaching survival guide (2nd ed.). John Wiley & Sons.
  • Bokayev, B., Torebekova, Z., Davletbayeva, Z. & Zhakypova, F. (2021). Distance learning in Kazakhstan: Estimating parents’ satisfaction of educational quality during the coronavirus, Technology, Pedagogy and Education, 30(1), 27-39, https://doi.org/10.1080/1475939X.2020.1865192
  • Boz Yüksekdağ, B. (2016). Açık ve uzaktan eğitimde öğrenme, AUAd, 2(4), 127-138.
  • Bozkurt, A. (2017). Türkiye’de uzaktan eğitimin dünü, bugünü ve yarını, AUAd, 3(2), 85-124.
  • Burns, M. (2011). Distance education for teacher training: Modes, models, and methods, Education Development Center, Inc.
  • Caner, M. (2016). Distance language education: teaching beyond the walls. In İ. Yaman, E. Ekmekçi, & M. Şenel (Eds.), Current trends in ELT, 214-225, Nüans Publishing.
  • Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education (6th Ed.), Routledge/Taylor & Francis Group.
  • Devran, Y. & Elitaş, T. (2016). Uzaktan eğitim: Fırsatlar ve tehditler, AJIT-e: Online Academic Journal of Information Technology, 8(27), 31-40.
  • Dinh, L. P. & Nguyen, T. T. (2020). Pandemic, social distancing, and social work education: Students’ satisfaction with online education in Vietnam, Social Work Education, 39(8), 1074-1083, https://dx.doi.org/10.1080/02615479.2020.1823365
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies, OUP.
  • Eygü, H. & Karaman, S. (2013). Uzaktan eğitim öğrencilerinin memnuniyet algıları üzerine bir araştırma, Kırıkkale Üniversitesi Sosyal Bilimler Dergisi, 3(1), 36–59.
  • Gnanadass, E. & Sanders, A. Y. (2019). Gender still matters in distance education. In Moore, M. G. & Diehl, W. C. (Editors). Handbook of distance education (4th Edition), 79-91. Routledge.
  • Gnanadesikan, R. (1997). Methods for statistical data analysis of multivariate observations (2nd Ed.), John Wiley & Sons, Inc.
  • Gürer, M. D., Tekinarslan, E. & Yavuzalp, N. (2016). Çevrimiçi ders veren öğretim elemanlarının uzaktan eğitim hakkındaki görüşleri, Turkish Online Journal of Qualitative Inquiry (TOJQI), 7(1), 47-78.
  • Hamdan, K. M., Al-Bashaireh, A. M., Zahran, Z., Al-Daghestani, A., Samira, A. H. & Shaheen, A. M. (2021). University students’ interaction, internet self-efficacy, self-regulation and satisfaction with online education during pandemic crises of COVID-19 (SARS-CoV-2). International Journal of Educational Management, 35(3), 713-725, https://doi.org/10.1108/IJEM-11-2020-0513.
  • Harsasi, M. & Sutawijaya, A. (2018). Determinants of student satisfaction in online tutorial: A study of a distance education institution, Turkish Online Journal of Distance Education, 19(1), 89-99.
  • Hartnett, M. (2016). Motivation in online education, Springer.
  • Hartnett, M. (2019). Motivation in distance education. In Moore, M. G. & Diehl, W. C. (Editors). Handbook of distance education (4th Edition), 145-157. Routledge.
  • Howitt, D. & Cramer, D. (2011). Introduction to SPSS statistics in psychology: For version 19 and earlier (5th Ed.), Pearson Education Limited.
  • Ilgaz, H. & Gülbahar, J. (2015). A snapshot of online learners: E-readiness, e-satisfaction and expectations. The International Review of Research in Open and Distributed Learning, 16(2), 171–187, https://doi.org/10.19173/irrodl.v16i2.2117
  • İslamoğlu, H. A. (2003). Bilimsel araştırma yöntemleri, Beta Yayınları.
  • Karasar, N. (2013). Bilimsel araştırma yöntemi (25th Ed.), Nobel Yayın Dağıtım.
  • Karasu, G. & Sarı, Y. E. (2019). Uzaktan eğitim ve yabancı dil öğrenme özerkliği, Diyalog, 2019(2), 321-334.
  • Kavrat, B. & Türel, Y. K. (2013). Çevrimiçi uzaktan eğitimde öğretmen rollerini ve yeterliliklerini belirleme ölçeği geliştirme, The Journal of Instructional Technologies &Teacher Education, 1(3), 23-33.
  • Ke, F. & Kwak, D. (2013). Online learning across ethnicity and age: a study on learning interaction participation, perception, and learning satisfaction, Computers & Education, 61(2013), 43-51.
  • Khafaga, A. F. (2021). The perception of blackboard collaborate-based instruction by EFL majors/teachers amid COVID-19: A case study of Saudi universities, Journal of Language and Linguistic Studies, 17(Special Issue 2), 1160-1173.
  • Kışla, T. (2016). Uzaktan eğitime yönelik tutum ölçeği geliştirme çalışması, Ege Eğitim Dergisi, 2016(17) 1, 258-271.
  • Koç, E. (2020). An evaluation of distance learning in higher education through the eyes of course instructors. Akdeniz Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 25-39.
  • Korres, M. P. (2015). Promoting interaction in an asynchronous e-learning environment. In Pablos, P. O., Tennyson, R. D. & Lytras, M. D. (Editors). Assessing the role of mobile technologies and distance learning in higher education, 154-175. IGI Global.
  • Krusekopf, C. (2019). Internationalisation of online learning: A double degree model. In Altmann, A., Ebersberger, B., Mössenlechner, C. & Wieser, D. (Eds.). The disruptive power of online education: Challenges, opportunities, responses, 63-80. Emerald Publishing.
  • Landrum, B., Bannister, J., Garza, G. & Rhame, S. (2021). A class of one: Students’ satisfaction with online learning, Journal of Education for Business, 96(2), 82-88, https://doi.org/10.1080/08832323.2020.1757592
  • McAvinia, C. (2016). Online learning and its users: Lessons for higher education, Chandos Publishing/Elsevier.
  • Mertler, C. A. & Vannatta, R. A. (2005). Advanced and multivariate statistical methods: Practical application and interpretation (3rd Ed.), Pyrczak Publishing.
  • Montebello, M. (2018). AI injected e-learning: the future of online education, Springer International Publishing.
  • Moore, M. & Kearsley, G. (2011). Distance education: A systems view of online learning, Wadsworth Publishing.
  • Nunan, D. (1992). Research methods in language learning, Cambridge University Press.
  • Ozkan, S. & Koseler, R. (2009). Multi-dimensional students’ evaluation of e-learning systems in the higher education context: An empirical investigation, Computers & Education, 53, 1285-1296.
  • Rennell, N. (2020). Excellent online teaching, Niles Rennell.
  • Simonson, M., Schlosser, C. & Orellana, A. (2011). Distance education research: A review of the literature, Journal of Computing in Higher Education, 23(2), 124-142.
  • Simonson, M., Smaldino, S. & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education (6th ed.), Charlotte, NC: IAP.
  • Stavredes, T. M. & Herder, T. M. (2019). Instructional strategies to support student persistence. In Moore, M. G. & Diehl, W. C. (Editors). Handbook of distance education (4th Edition), 133-142. Routledge.
  • Sun, P., Tsai, R., Finger, G., Chen, Y. & Yeh, D. (2008). What drives a successful e-learning? An empirical investigation of the critical factors influencing learner satisfaction, Computers & Education, 50, 1183-1202.
  • Swan, K. (2021). Teaching and learning in post- industrial distance education. In Cleveland-Innes, M. F. & Garrison, D. R. (Editors). An introduction to distance education: Understanding teaching and learning in a new era (2nd Ed.), 67-89. Routledge.
  • Tabachnick, B. G. & Fidel, L. S. (2014). Using multivariate statistics (6th Ed.), Pearson Education Limited.
  • Thode, H. C. (2002). Testing for normality, Marcel Dekker, Inc.
  • Tseng, H., Kuo., Y., Yeh, H. & Tang, Y. (2022). Relationships between connectedness, performance proficiency, satisfaction, and online learning continuance. Online Learning, 26(1), 285-301, https://doi.org/10.24059/olj.v1i1.2637
  • Ustabulut, M.Y. & Keskin, S. (2020). ‘Tele-education’ in the COVID-19 process in Turkey: A mental diaspora research specific to Turkish teaching students, Journal of Language and Linguistic Studies, 16(4), 2163-2182.
  • Van Wart, M., Ni, A., Rose, L., McWeeney, T. & Worrell, R. A. (2019). Literature review and model of online teaching effectiveness integrating concerns for learning achievement, student satisfaction, faculty satisfaction, and institutional results. Pan-Pacific Journal of Business Research, 10(1), 1–22.
  • Wang, L. (2019). Research on assessment of online foreign language teaching system, Advances in Social Science, Education and Humanities Research, 357, 117-120.
  • Wei, H. C. & Chou, C. (2020) Online learning performance and satisfaction: Do perceptions and readiness matter? Distance Education, 41(1), 48-69, https://doi.org/10.1080/01587919.2020.1724768
  • White, C. (2003). Language learning in distance education. Cambridge University Press.
  • Wolters, C. A. & Won, S. (2017). Validity and the use of self-report questionnaires to assess self-regulated learning. In Shunk, D. H. & Greene, J. A. (Eds.). Handbook of self-regulation of learning and performance (2nd Ed.), 307-322, Routledge Taylor & Francis Group.
  • Yıldırım, S., Yıldırım, G., Çelik, E. & Karaman, S. (2014). Uzaktan eğitim öğrencilerinin uzaktan eğitime yönelik görüşleri: Bir ölçek geliştirme çalışması, Eğitim ve Öğretim Araştırmaları Dergisi, 3(3), 365-370.
  • Zhan, Z. & Mei, H. (2013). Academic self-concept and social presence in face-to-face and online learning: Perceptions and effects on students' learning achievement and satisfaction across environments, Computers & Education, 69, 131-138.
  • Zhang, Y. & Lin, C, H. (2020). Student interaction and the role of the teacher in a state virtual high school: What predicts online learning satisfaction?, Technology, Pedagogy and Education, 29(1), 57-71, https://doi.org/10.1080/1475939X.2019.1694061
Toplam 66 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Ahmet Önal 0000-0002-5325-4958

Erken Görünüm Tarihi 1 Ekim 2022
Yayımlanma Tarihi 30 Aralık 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 6 Sayı: 1

Kaynak Göster

APA Önal, A. (2022). How Satisfactory is Distance Education for Pre-Service English Language Teachers?. Journal of Language Research, 6(1), 16-33. https://doi.org/10.51726/jlr.1160331
AMA Önal A. How Satisfactory is Distance Education for Pre-Service English Language Teachers?. JLR. Aralık 2022;6(1):16-33. doi:10.51726/jlr.1160331
Chicago Önal, Ahmet. “How Satisfactory Is Distance Education for Pre-Service English Language Teachers?”. Journal of Language Research 6, sy. 1 (Aralık 2022): 16-33. https://doi.org/10.51726/jlr.1160331.
EndNote Önal A (01 Aralık 2022) How Satisfactory is Distance Education for Pre-Service English Language Teachers?. Journal of Language Research 6 1 16–33.
IEEE A. Önal, “How Satisfactory is Distance Education for Pre-Service English Language Teachers?”, JLR, c. 6, sy. 1, ss. 16–33, 2022, doi: 10.51726/jlr.1160331.
ISNAD Önal, Ahmet. “How Satisfactory Is Distance Education for Pre-Service English Language Teachers?”. Journal of Language Research 6/1 (Aralık 2022), 16-33. https://doi.org/10.51726/jlr.1160331.
JAMA Önal A. How Satisfactory is Distance Education for Pre-Service English Language Teachers?. JLR. 2022;6:16–33.
MLA Önal, Ahmet. “How Satisfactory Is Distance Education for Pre-Service English Language Teachers?”. Journal of Language Research, c. 6, sy. 1, 2022, ss. 16-33, doi:10.51726/jlr.1160331.
Vancouver Önal A. How Satisfactory is Distance Education for Pre-Service English Language Teachers?. JLR. 2022;6(1):16-33.