Turan Zeynep, Kucuk Sevda, Cilligol Karabey Sinem
Department of Computer Education & Instructional Technology, Kazim Karabekir Education Faculty, Ataturk University, 25240 Erzurum, Turkey.
Open and Distance Education Faculty, Ataturk University, 25240 Erzurum, Turkey.
Int J Educ Technol High Educ. 2022;19(1):35. doi: 10.1186/s41239-022-00342-w. Epub 2022 Jul 22.
Distance education offers flexible learning opportunities in terms of time, place and learning speed to teachers and students through internet technologies. However, the learning opportunities provided in distance education environments require students to act more autonomously and take more responsibility for regulating their learning processes to achieve their learning goals. For this reason, it is crucial to reveal the relationships between flexibility, self-regulated effort and satisfaction factors to provide efficient and effective learning environments in distance education. Accordingly, within the scope of this study, it is aimed to investigate university students' perceptions of flexibility, self-regulated effort and satisfaction with the distance education process, and their views on distance education. Survey research was used as the research method in the study. The study sample consisted of 1760 university students studying at 28 different universities. Data were analysed using t-test, ANOVA, and regression methods. As a result of the study, male students were more satisfied with distance education than female students, and education faculty students had the highest level of satisfaction. In addition, self-regulated effort and flexibility variables were significant factors affecting students' satisfaction towards distance education. Furthermore, the advantages and problems of distance education and suggestions for future distance learning environments were presented in the light of students views. Finally, the study's implications and various recommendations for practitioners and researchers were discussed in detail.
远程教育通过互联网技术为教师和学生提供了在时间、地点和学习速度方面灵活的学习机会。然而，远程教育环境中提供的学习机会要求学生更加自主地行动，并对调节自己的学习过程以实现学习目标承担更多责任。因此，揭示灵活性、自我调节努力和满意度因素之间的关系对于在远程教育中提供高效有效的学习环境至关重要。据此，在本研究范围内，旨在调查大学生对远程教育过程的灵活性、自我调节努力和满意度的看法，以及他们对远程教育的观点。本研究采用调查研究作为研究方法。研究样本包括在28所不同大学学习的1760名大学生。数据使用t检验、方差分析和回归方法进行分析。研究结果显示，男学生比女学生对远程教育更满意，教育学院的学生满意度最高。此外，自我调节努力和灵活性变量是影响学生对远程教育满意度的重要因素。此外，根据学生的观点，介绍了远程教育的优点和问题以及对未来远程学习环境的建议。最后，详细讨论了该研究对从业者和研究人员的启示及各种建议。
