THE EFFECT OF KNOWLEDGE SHARING, ATTITUDE, AND SATISFACTION ON NOVICE UNIVERSITY STUDENTS’ ONLINE LEARNING ACHIEVEMENT

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH
S. Keskin, Mustafa Serkan Gunbatar, Hayati Çavus
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引用次数: 0

Abstract

In the academic year 2020-2021, students who had been accepted onto a university in Turkiye began their studies with the use of emergency remote teaching (ERT). The aim of this study is to examine the causal relationship between academic achievement, online course satisfaction, attitudes towards online learning and knowledge sharing behaviors of these novice university students in terms of the emergency remote teaching process. This research was designed to make use of correlational research methods. The study group consisted of 437 freshmen students studying in the Faculty of Education at a public university in Turkiye. Research data were collected using the Knowledge Sharing Behavior scale, the Online Course Satisfaction scale, the Online Learning Attitude scale, and a learning achievement test. Research data were analyzed using descriptive statistics, Pearson correlation analysis, and path analysis. The results showed that general acceptance, knowledge receiving, individual awareness and perceived usefulness significantly affected online course satisfaction. On the other hand, knowledge giving and application effectiveness factors did not significantly affect online course satisfaction. It is noteworthy that individual awareness, which compares face-to-face teaching activities with ERT to identify the preferences and awareness of the students, had a negative impact on their satisfaction. Finally, it was determined that online course satisfaction had a significant but low-level effect on learning achievement. In order to increase student satisfaction with regard to the ERT process, it is recommended that the university makes the opportunities more visible and provide support for students’ acceptance of the process. Future avenues and precautions about designing the ERT courses have been suggested in light of the research findings.
知识分享、态度和满意度对初学大学生网络学习成绩的影响
在2020-2021学年,被土耳其一所大学录取的学生开始使用紧急远程教学(ERT)进行学习。摘要本研究旨在探讨大学新生在紧急远程教学过程中的学业成绩、在线课程满意度、在线学习态度和知识分享行为之间的因果关系。本研究旨在运用相关研究方法。该研究小组由土耳其一所公立大学教育学院的437名新生组成。采用知识共享行为量表、在线课程满意度量表、在线学习态度量表和学习成就测试收集研究数据。研究资料采用描述性统计、Pearson相关分析和通径分析进行分析。结果表明,总体接受度、知识接受度、个人意识和感知有用性对网络课程满意度有显著影响。另一方面,知识传授和应用有效性因素对网络课程满意度没有显著影响。值得注意的是,将面对面教学活动与ERT进行比较,以确定学生的偏好和意识的个体意识对他们的满意度产生了负面影响。最后,确定在线课程满意度对学习成绩有显著但低水平的影响。为了提高学生对ERT过程的满意度,建议大学让机会更明显,并为学生接受这个过程提供支持。根据研究结果,提出了今后设计ERT课程的途径和注意事项。
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来源期刊
Turkish Online Journal of Distance Education
Turkish Online Journal of Distance Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.80
自引率
0.00%
发文量
41
审稿时长
8 weeks
期刊介绍: The Turkish Online Journal of Distance Education (TOJDE) is a peer-reviewed quarterly e-journal. International in scope, this scholarly e-journal publishes refereed articles focusing on the issues and challenges of providing theory, research and information services to global learners in any kind of distance education or open learning applications. TOJDE will particularly strive to meet the continuing education needs of practitioners and educators by providing a forum for the discussion of extended learning strategies, policies and practices, and trends in information technology as they impact the delivery of student support services for distance learners and faculties.
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