E-öğrenmenin ve bilişsel stilin başarı ve internet öz yeterlik algısı üzerindeki etkisi

E-öğrenmenin ve bilişsel stilin başarı ve internet öz yeterlik algısı üzerindeki etkisi

THE EFFECTS E-LEARNING AND COGNITIVE STYLE ON ACHIEVEMENT AND PERCEIVED INTERNET SELF-EFFICACY

Cengiz GÜNGÖR & Prof. Dr. Petek AŞKAR

ÖZET
Bu araflt›rmada e-ö¤renmenin ve biliflsel stilin ö¤renci baflar›s› ve Internet öz yeterlik alg›s› üzerindeki etkisi incelenmifltir. Sontest kontrol gruplu araflt›rma modeline göre tasarlanan araflt›rmada, deney grubu e-ö¤renme, kontrol gruplar› (kontrol 1, kontrol 2) yüz yüze ö¤retim yöntemlerine göre MS Excel® e¤itimi alm›fllard›r. Araflt›rma sonunda e-ö¤renme ve yüz yüze ö¤retim yöntemleri aras›nda baflar› yönünden anlaml› bir farkl›l›k bulunmazken, biliflsel stile göre (alandan ba¤›ms›z – alan ba¤›ml›) anlaml› bir farkl›l›k bulunmufltur. Alandan ba¤›ms›z biliflsel stile sahip ö¤rencilerin daha baflar›l› oldu¤u gözlenmifltir. Ayr›ca MS Excel® ön bilgisi olmayan ö¤renciler anlat›ma dayal› e¤itimde daha baflar›l› olurken, MS Excel® ön bilgisi olan ö¤renciler uygulamaya dayal› e¤itimde daha baflar›l› olmufltur. E-ö¤renme ve yüz yüze ö¤retim yöntemlerine göre ö¤rencilerin Internet öz yeterlik alg›lar›nda anlaml› farkl›l›k vard›r. E-ö¤renmeye dayal› e¤itim al›nmas› ö¤rencilerin Internet öz yeterlik alg›lar›n› olumlu yönde etkilemektedir. Biliflsel stile göre öğrencilerin Internet öz yeterlik algılarında anlamlı bir farklılık yoktur.

ABSTRACT
The aim of this research is to examine the effect of e-learning and cognitive style on student achievement and perceived Internet self-efficacy. The study was based on three groups, which were designed according to Posttest Control Group Model. One of them was an experimental group, which took an MS Excel® course with e-learning. The others were the control groups, which took the same course with the face to face instructional method. At the end of the research, no significant difference was found between e-learning and face to face instructional methods, due to achievement while there was a significant difference between field dependent and field independent cognitive styles. Field independent students were more successful than field dependent students. In addition, students who did not have any prior knowledge were more successful in the lecture with lab-supported activities. There was also a significant difference among the students according to e-learning and face to face instructional methods with respect to perceived Internet self-efficacy. The students who were enrolled in e-learning showed more higher perceived Internet self-efficacy. On the other hand, there was no significant difference in students’ Internet self-efficacy due to cognitive styles.

ANAHTAR KELİMELER: e-öğrenme, uzaktan eğitim, bilişsel stil, Internet öz yeterlik algısı, Internet tabanlı eğitim, Excel eğitimi, alana bağımlı, alandan bağımsız

KEYWORDS: e-learning, distance education, cognitive style, perceived Internet self-efficacy, Web-based learning, Excel education, field dependent, field independent

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