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Yükseköğretim Öğrencilerinin Transaksiyonel Uzaklık Algısı ve Yaşam Boyu Öğrenme Eğilimleri

Year 2019, Volume: 9 Issue: 2, 302 - 325, 31.05.2019
https://doi.org/10.24315/tred.478037

Abstract

Bu çalışmada, açıköğretim fakülteleri
aracılığıyla yaygın yükseköğretime devam eden öğrencilerin uzaklık algılarının
yaşam boyu öğrenme eğilimleri çerçevesinde ele alınması amaçlanmaktadır. Nitel
araştırma yöntemlerine uygun olarak desenlenen araştırmanın çalışma grubunun
belirlenmesi için amaçlı örnekleme yöntemi izlenmiştir. Bu kapsamda çalışma
grubu, Sakarya Üniversitesi Eğitim Fakültesinde öğrenim görmekte olan ve bir
açıköğretim programına kayıtlı olan öğrencilerden oluşmaktadır. Verilerin
toplanmasında araştırmacılar tarafından geliştirilen yarı yapılandırılmış bir
anket formu kullanılmıştır. Görüşme formundaki soruların oluşturulmasında
Moore’un (1993) transaksiyonel uzaklık kuramının yapı, diyalog ve özerklik
boyutları ile Coşkun ve Demirel’in (2012) yaşam boyu öğrenme eğilimleri
ölçeğinin motivasyon, kararlılık, merak ve öğrenmeyi düzenleme boyutlarından
faydalanılmıştır. Verilerin analizinde betimsel analiz kullanılmıştır. Bu
kapsamda, katılımcılardan elde edilen veriler incelenmiş ve böylece
katılımcıların yaygın yükseköğretime ilişkin uzaklık algısı ile yaşam boyu
öğrenme eğilimlerine yönelik görüşleri doğrudan alıntılar yapılarak ortaya
konmuştur. Transaksiyonel uzaklık algısının yaşam boyu öğrenme eğilimi ile
ilgisi incelendiğinde olumlu, olumsuz ve nötr ifadelerin olduğu  görülmektedir.  Elde edilen sonuçlar ışığında, yaygın
yükseköğretimin uzaktan eğitim ve yaşam boyu öğrenme işlevleri tartışılmış;
ilgili sonuçlar, yaygın ve örgün yükseköğretim açısından değerlendirilmiştir.

References

  • Akbaş, O., & Özdemir, S. M. (2002). Avrupa Birliğinde yaşam boyu öğrenme. Milli Eğitim Dergisi, 155(156), 112-126.
  • Azaiza, K. (2011). Learners' motivation in a distance education environment. Distance Learning, 8(1), 23-27.
  • Baltaci-Goktalay, Ş.,& Ocak, M.A. (2006). Faculty adoption of online technology in higher education. The Turkish Online Journal of Educational Technology, 5(4), 37-43.
  • Barbour, M., & Reeves, T. C. (2006). Michael Graham Moore: a significant contributor to the field of educational technology. Educational Technology, 46(6), 58-59.
  • Batdı, V. (2013). İşbirlikli öğrenmenin yabancı dil öğretimindeki önemine ilişkin öğretmen görüşleri. Eğitim ve Öğretim Araştırmaları Dergisi, 2(1), 158-165.
  • Biswas, G., Leelawong, K., Schwartz, D., Vye, N., & The Teachable Agents Group at Vanderbilt. (2005). Learning by teaching: A new agent paradigm for educational software. Applied Artificial Intelligence, 19(3-4), 363-392.
  • Boyd, R., & Apps, J. (1980). Redefining the Discipline of Adult Education. San Francisco: Jossey-Bass.
  • Cantelon, J. E. (1995). The evolution and advantages of distance education. New Directions for Adult and Continuing Education, 67, 3-10.
  • Chen, Y. J. (1997). The implications of Moore’s theory of transactional distance in a videoconferencing learning environment. Unpublished master’s thesis, The Pennsylvania State University, Pennsylvania.
  • Chen, Y. J. (2001). Transactional distance in World Wide Web learning environments. Innovations in Education and Teaching International, 38(4), 327-338.
  • Clark, T. (1993). Attitudes of higher education faculty toward distance education: A national survey. American Journal of Distance Education, 7(2), 19-33.
  • Coşkun, Y. D., & Demirel, M. (2012). Lifelong learning tendencies of university students. HU Journal of Education, 42, 108-120.
  • Davis, T. S. B. (2006). Assessing online readiness: Perceptions of distance learning stakeholders in three Oklahoma community colleges. Unpublished doctoral dissertation, Oklahoma State University.
  • DeTure, M. (2004). Cognitive style and self-efficacy: Predicting student success in online distance education. American Journal of Distance Education, 18(1), 21-38.
  • Diener, C. I., & Dweck, C. S. (1980). An analysis of learned helplessness: II. The processing of success. Journal of Personality and Social Psychology, 39(5), 940-952.
  • Dinçer, S., & Doğanay, A. (2016). Bilgisayar destekli öğretimde eğitsel arayüzlerin kullanımı: Bir sentez çalışması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 39(1), 83-99.
  • Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.
  • Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54(1), 5-12.
  • Fogerson, D. L. (2005). Readiness factors contributing to participant satisfaction in online higher education courses. Unpublished doctoral dissertation, The University of Tennessee, Knoxville.
  • Galusha, J. M. (1998). Barriers to learning in distance education. Interpersonal Computing and Technology: An Electronic Journal for the 21st Century, 5(3/4), 6–14.
  • Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of distance education, 15(1), 7-23.
  • Garrison D.R. (2003) Self-directed learning and distance education. In Handbook of Distance Education (eds M.G.Moore & W.G.Anderson), pp. 161–168. Lawrence Erlbaum Associates, Mahwah, NJ.
  • Gunawardena, C. N., & Duphorne, P. L. (2001, April). Which learner readiness factors, online features, and CMC related learning approaches are associated with learner satisfaction in computer conferences? Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA.
  • Güleç, İ., Çelik, S., & Demirhan, B. (2012). Yaşam boyu öğrenme nedir? Kavram ve kapsamı üzerine bir değerlendirme. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 2(3), 34-48.
  • Horzum, M. B. (2010). Uzaktan eğitimde uzaklığın boyutları ve tasarımı: coğrafi uzaklığa karşın transaksiyonel (psikolojik ve iletişimsel) uzaklığın azaltılması. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 20, 95-118.
  • Horzum, M. B. (2011). Transaksiyonel uzaklık algısı ölçeğinin geliştirilmesi ve karma öğrenme öğrencilerinin transaksiyonel uzaklık algılarının çeşitli değişkenler açısından incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 11, 1571-1587.
  • Horzum, M. B. (2013). Uzaktan eğitimde transaksiyonel uzaklığın öğrencilerin özyeterlilik algılarına etkisi. Journal of Educational Sciences & Practices, 12(24), 159-174.
  • Horzum, M. B. (2013). Michael Graham Moore: Eğitim Teknolojisi Alanına Önemli Katkılar Sağlayan Kişi. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 113-119.
  • Horzum, M. B. (2014). Karma öğrenme öğrencilerinin transaksiyonel uzaklık algıları ve öğrenme yaklaşımlarına yönelik boylamsal ve kesitsel bir araştırma. Eğitim ve Bilim, 39(174), 53-66.
  • Inman, E., Kerwin, M., & Mayes, L. (1999). Instructor and student attitudes toward distance learning. Community College Journal of Research & Practice, 23(6), 581-591.
  • Jung, H. Y. (2006). Transactional distance and student motivation: Student perception of teacher immediacy, solidarity toward peer students and student motivation in distance education. Yayımlanmamış doktora tezi. West Virginia Üniversitesi, West Virginia.
  • Katz, S., & Earl, L. (2010). Learning about networked learning communities. School Effectiveness and School Improvement, 21(1), 27-51.
  • Lee, J. (2002). Faculty and administrator perceptions of instructional support for distance education. International Journal of Instructional Media, 29(1), 27-45.
  • Leh, A. S. C. (2001). Computer‐mediated communication and social presence in a distance learning environment. International Journal of Educational Telecommunications, 7(2), 109–128.
  • Maguire, L. L. (2005). Literature review–faculty participation in online distance education: Barriers and motivators. Online Journal of Distance Learning Administration, 8(1), 1-16.
  • Martens, R., Bastiaens, T., & Kirschner, P. A. (2007). New learning design in distance education: The impact on student perception and motivation. Distance Education, 28(1), 81-93.
  • McLellan, H. (1999). Online education as interactive experience: Some guiding models. Educational Technology, 39(5), 36‐42.
  • Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students' goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80(4), 514-523.
  • Miller, R. B., Behrens, J. T., Greene, B. A., & Newman, D. (1993). Goals and perceived ability: Impact on student valuing, self-regulation, and persistence. Contemporary Educational Psychology, 18(1), 2-14.
  • Miltiadou, M., & Savenye, W. C. (2003). Applying social cognitive constructs of motivation to enhance student success in online distance education. Educational Technology Review, 11(1), 78-95.
  • Muilenburg, L. Y., & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance Education, 26(1), 29-48.
  • Moore, M. (1986). Self-directed learning and distance education. International Journal of E-Learning & Distance Education, 1(1), 7-24.
  • Moore, M. G. (1989). Distance Education: A Learner's System. Lifelong Learning, 12(8), 8-11.
  • Moore, M. G. (1993). Theory of transactional distance. Theoretical Principles of Distance Education, 1, 22-38.
  • Moore, M. G., & Kearsley, G. (2011). Distance education: A systems view of online learning. Belmont, CA: Wadsworth Cengage Learning.
  • Özmen, F., Aküzüm, C., Sünkür, M., & Baysal, N. (2011, May). Sosyal ağ sitelerinin eğitsel ortamlardaki işlevselliği. Sözlü bildiri (sy. 42-47). 6th International Advanced Technologies Symposium (IATS’11), 16-18 May 2011, Elazığ, Turkey.
  • Pithers, R. T. (2002). Cognitive learning style: A review of the field dependent-field independent approach. Journal of Vocational Education and Training, 54(1), 117-132.
  • Qureshi, E., Morton, L. L., & Antosz, E. (2002). An interesting profile--university students who take distance education courses show weaker motivation than on-campus students. Online Journal of Distance Learning Administration, 5(4), 1-10.
  • Roberts, T. G., Irani, T. A., Telg, R. W., & Lundy, L. K. (2005). The development of an instrument to evaluate distance education courses using student attitudes. The American Journal of Distance Education, 19(1), 51-64.
  • Saba, F., & Shearer, R. L. (1994) Verifying the key theoretical concepts in a dynamic model of distance education. The American Journal of Distance Education, 8(1), 36-59.
  • Sakız, G. (2014). Özdüzenlemeli öğrenmede duyuşsal bir boyut: Akademik duygular. G. Sakız (Ed.), Özdüzenleme: Öğrenmeden öğretime özdüzenleme davranışlarının gelişimi, stratejiler ve öneriler (ss.81-128). Nobel Yayınevi: Ankara.
  • https://www.researchgate.net/publication/320490843_Ozduzenlemeli_ogrenmede_duyussal_bir_boyut_akademik_duygular adresinden alınmıştır. Erişim tarihi 03.01.2018.
  • Shin, N. (2003). Transactional presence as a critical predictor of success in distance learning. Distance Education, 24(1), 69-86.
  • Tavşancıl, E., & Aslan, E. (2001). İçerik analizi ve uygulama örnekleri. Istanbul: Epsilon Yayincilik.
  • Valenta, A., Therriault, D., Dieter, M., & Mrtek, R. (2001). Identifying student attitudes and learning styles in distance education. Journal of Asynchronous Learning Networks, 5(2), 111-127.

Higher Education Students’ Perception of Transactional Distance and Their Tendencies toward Lifelong Learning

Year 2019, Volume: 9 Issue: 2, 302 - 325, 31.05.2019
https://doi.org/10.24315/tred.478037

Abstract

This
study aims to investigate university students’ perceptions of transactional
distance in the framework of their lifelong learning tendencies, who continue
their non-formal tertiary education through open education faculties. As a type
of qualitative research design, a purposeful sampling method was used to
determine the sample of the study. Within this scope, the sample constitutes
the students who were enrolled in an open education program and were studying
at Sakarya University Faculty of Education. A semi-structured questionnaire
developed by researchers was used to collect the data. Dialogue and autonomy
dimensions of Moore's (1993) Transactional Distance Theory and dimensions of
motivation, self-determination for learning, curiosity and self-regulation for learning
in Coşkun and Demirel's (2012) lifelong learning tendency scale were used in
constructing the questions in the interview form. The data were analyzed
through descriptive analysis and revealed the participants' perceptions of
transactional distance regarding common tertiary education and their tendency
to lifelong learning. When the relation of transactional distance perception
with lifelong learning tendency is examined, it is seen that there are
positive, negative and neutral expressions. In the light of the results,
distance learning and lifelong learning functions of the nonformal higher
education were discussed and related outcomes were evaluated in terms of formal
and nonformal higher education.

References

  • Akbaş, O., & Özdemir, S. M. (2002). Avrupa Birliğinde yaşam boyu öğrenme. Milli Eğitim Dergisi, 155(156), 112-126.
  • Azaiza, K. (2011). Learners' motivation in a distance education environment. Distance Learning, 8(1), 23-27.
  • Baltaci-Goktalay, Ş.,& Ocak, M.A. (2006). Faculty adoption of online technology in higher education. The Turkish Online Journal of Educational Technology, 5(4), 37-43.
  • Barbour, M., & Reeves, T. C. (2006). Michael Graham Moore: a significant contributor to the field of educational technology. Educational Technology, 46(6), 58-59.
  • Batdı, V. (2013). İşbirlikli öğrenmenin yabancı dil öğretimindeki önemine ilişkin öğretmen görüşleri. Eğitim ve Öğretim Araştırmaları Dergisi, 2(1), 158-165.
  • Biswas, G., Leelawong, K., Schwartz, D., Vye, N., & The Teachable Agents Group at Vanderbilt. (2005). Learning by teaching: A new agent paradigm for educational software. Applied Artificial Intelligence, 19(3-4), 363-392.
  • Boyd, R., & Apps, J. (1980). Redefining the Discipline of Adult Education. San Francisco: Jossey-Bass.
  • Cantelon, J. E. (1995). The evolution and advantages of distance education. New Directions for Adult and Continuing Education, 67, 3-10.
  • Chen, Y. J. (1997). The implications of Moore’s theory of transactional distance in a videoconferencing learning environment. Unpublished master’s thesis, The Pennsylvania State University, Pennsylvania.
  • Chen, Y. J. (2001). Transactional distance in World Wide Web learning environments. Innovations in Education and Teaching International, 38(4), 327-338.
  • Clark, T. (1993). Attitudes of higher education faculty toward distance education: A national survey. American Journal of Distance Education, 7(2), 19-33.
  • Coşkun, Y. D., & Demirel, M. (2012). Lifelong learning tendencies of university students. HU Journal of Education, 42, 108-120.
  • Davis, T. S. B. (2006). Assessing online readiness: Perceptions of distance learning stakeholders in three Oklahoma community colleges. Unpublished doctoral dissertation, Oklahoma State University.
  • DeTure, M. (2004). Cognitive style and self-efficacy: Predicting student success in online distance education. American Journal of Distance Education, 18(1), 21-38.
  • Diener, C. I., & Dweck, C. S. (1980). An analysis of learned helplessness: II. The processing of success. Journal of Personality and Social Psychology, 39(5), 940-952.
  • Dinçer, S., & Doğanay, A. (2016). Bilgisayar destekli öğretimde eğitsel arayüzlerin kullanımı: Bir sentez çalışması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 39(1), 83-99.
  • Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.
  • Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54(1), 5-12.
  • Fogerson, D. L. (2005). Readiness factors contributing to participant satisfaction in online higher education courses. Unpublished doctoral dissertation, The University of Tennessee, Knoxville.
  • Galusha, J. M. (1998). Barriers to learning in distance education. Interpersonal Computing and Technology: An Electronic Journal for the 21st Century, 5(3/4), 6–14.
  • Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of distance education, 15(1), 7-23.
  • Garrison D.R. (2003) Self-directed learning and distance education. In Handbook of Distance Education (eds M.G.Moore & W.G.Anderson), pp. 161–168. Lawrence Erlbaum Associates, Mahwah, NJ.
  • Gunawardena, C. N., & Duphorne, P. L. (2001, April). Which learner readiness factors, online features, and CMC related learning approaches are associated with learner satisfaction in computer conferences? Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA.
  • Güleç, İ., Çelik, S., & Demirhan, B. (2012). Yaşam boyu öğrenme nedir? Kavram ve kapsamı üzerine bir değerlendirme. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 2(3), 34-48.
  • Horzum, M. B. (2010). Uzaktan eğitimde uzaklığın boyutları ve tasarımı: coğrafi uzaklığa karşın transaksiyonel (psikolojik ve iletişimsel) uzaklığın azaltılması. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 20, 95-118.
  • Horzum, M. B. (2011). Transaksiyonel uzaklık algısı ölçeğinin geliştirilmesi ve karma öğrenme öğrencilerinin transaksiyonel uzaklık algılarının çeşitli değişkenler açısından incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 11, 1571-1587.
  • Horzum, M. B. (2013). Uzaktan eğitimde transaksiyonel uzaklığın öğrencilerin özyeterlilik algılarına etkisi. Journal of Educational Sciences & Practices, 12(24), 159-174.
  • Horzum, M. B. (2013). Michael Graham Moore: Eğitim Teknolojisi Alanına Önemli Katkılar Sağlayan Kişi. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 113-119.
  • Horzum, M. B. (2014). Karma öğrenme öğrencilerinin transaksiyonel uzaklık algıları ve öğrenme yaklaşımlarına yönelik boylamsal ve kesitsel bir araştırma. Eğitim ve Bilim, 39(174), 53-66.
  • Inman, E., Kerwin, M., & Mayes, L. (1999). Instructor and student attitudes toward distance learning. Community College Journal of Research & Practice, 23(6), 581-591.
  • Jung, H. Y. (2006). Transactional distance and student motivation: Student perception of teacher immediacy, solidarity toward peer students and student motivation in distance education. Yayımlanmamış doktora tezi. West Virginia Üniversitesi, West Virginia.
  • Katz, S., & Earl, L. (2010). Learning about networked learning communities. School Effectiveness and School Improvement, 21(1), 27-51.
  • Lee, J. (2002). Faculty and administrator perceptions of instructional support for distance education. International Journal of Instructional Media, 29(1), 27-45.
  • Leh, A. S. C. (2001). Computer‐mediated communication and social presence in a distance learning environment. International Journal of Educational Telecommunications, 7(2), 109–128.
  • Maguire, L. L. (2005). Literature review–faculty participation in online distance education: Barriers and motivators. Online Journal of Distance Learning Administration, 8(1), 1-16.
  • Martens, R., Bastiaens, T., & Kirschner, P. A. (2007). New learning design in distance education: The impact on student perception and motivation. Distance Education, 28(1), 81-93.
  • McLellan, H. (1999). Online education as interactive experience: Some guiding models. Educational Technology, 39(5), 36‐42.
  • Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students' goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80(4), 514-523.
  • Miller, R. B., Behrens, J. T., Greene, B. A., & Newman, D. (1993). Goals and perceived ability: Impact on student valuing, self-regulation, and persistence. Contemporary Educational Psychology, 18(1), 2-14.
  • Miltiadou, M., & Savenye, W. C. (2003). Applying social cognitive constructs of motivation to enhance student success in online distance education. Educational Technology Review, 11(1), 78-95.
  • Muilenburg, L. Y., & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance Education, 26(1), 29-48.
  • Moore, M. (1986). Self-directed learning and distance education. International Journal of E-Learning & Distance Education, 1(1), 7-24.
  • Moore, M. G. (1989). Distance Education: A Learner's System. Lifelong Learning, 12(8), 8-11.
  • Moore, M. G. (1993). Theory of transactional distance. Theoretical Principles of Distance Education, 1, 22-38.
  • Moore, M. G., & Kearsley, G. (2011). Distance education: A systems view of online learning. Belmont, CA: Wadsworth Cengage Learning.
  • Özmen, F., Aküzüm, C., Sünkür, M., & Baysal, N. (2011, May). Sosyal ağ sitelerinin eğitsel ortamlardaki işlevselliği. Sözlü bildiri (sy. 42-47). 6th International Advanced Technologies Symposium (IATS’11), 16-18 May 2011, Elazığ, Turkey.
  • Pithers, R. T. (2002). Cognitive learning style: A review of the field dependent-field independent approach. Journal of Vocational Education and Training, 54(1), 117-132.
  • Qureshi, E., Morton, L. L., & Antosz, E. (2002). An interesting profile--university students who take distance education courses show weaker motivation than on-campus students. Online Journal of Distance Learning Administration, 5(4), 1-10.
  • Roberts, T. G., Irani, T. A., Telg, R. W., & Lundy, L. K. (2005). The development of an instrument to evaluate distance education courses using student attitudes. The American Journal of Distance Education, 19(1), 51-64.
  • Saba, F., & Shearer, R. L. (1994) Verifying the key theoretical concepts in a dynamic model of distance education. The American Journal of Distance Education, 8(1), 36-59.
  • Sakız, G. (2014). Özdüzenlemeli öğrenmede duyuşsal bir boyut: Akademik duygular. G. Sakız (Ed.), Özdüzenleme: Öğrenmeden öğretime özdüzenleme davranışlarının gelişimi, stratejiler ve öneriler (ss.81-128). Nobel Yayınevi: Ankara.
  • https://www.researchgate.net/publication/320490843_Ozduzenlemeli_ogrenmede_duyussal_bir_boyut_akademik_duygular adresinden alınmıştır. Erişim tarihi 03.01.2018.
  • Shin, N. (2003). Transactional presence as a critical predictor of success in distance learning. Distance Education, 24(1), 69-86.
  • Tavşancıl, E., & Aslan, E. (2001). İçerik analizi ve uygulama örnekleri. Istanbul: Epsilon Yayincilik.
  • Valenta, A., Therriault, D., Dieter, M., & Mrtek, R. (2001). Identifying student attitudes and learning styles in distance education. Journal of Asynchronous Learning Networks, 5(2), 111-127.
There are 55 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Nazire Burçin Hamutoğlu 0000-0003-0941-9070

Gözde Sezen-gültekin 0000-0002-2179-4466

Merve Savaşçı 0000-0002-4906-3630

Muhammed Bağcı 0000-0002-5047-3258

Publication Date May 31, 2019
Published in Issue Year 2019 Volume: 9 Issue: 2

Cite

APA Hamutoğlu, N. B., Sezen-gültekin, G., Savaşçı, M., Bağcı, M. (2019). Yükseköğretim Öğrencilerinin Transaksiyonel Uzaklık Algısı ve Yaşam Boyu Öğrenme Eğilimleri. Trakya Eğitim Dergisi, 9(2), 302-325. https://doi.org/10.24315/tred.478037