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The Relationship Between E-Learning and Epistemic Justification: Perceptions and Attitudes of Sports Science Students

Yıl 2023, Cilt: 6 Sayı: 1-Cumhuriyet'in 100. Yılı Özel Sayısı, 886 - 895, 29.10.2023

Ahmet Enes Sağın Barış Mergan Neslişah Aktaş Üstün Velittin Balcı

https://doi.org/10.38021/asbid.1373267

Öz

This study examines the relationship between sports science students' levels of internet-specific epistemic justification and their attitudes towards e-learning in sports. The research was designed using a quantitative research method, specifically adopting a correlational survey model. The study group consists of a total of 250 students, including 146 males (58.4%) and 104 females (41.6%). To determine the students' levels of e-learning, the "Attitude Scale for E-Learning in Sports" was employed, while the "Internet-Specific Epistemic Justification Scale" (adaptation for physical education and sports teaching) was used to determine the levels of epistemic justification. Data analysis involved t-tests, ANOVA, and Pearson correlation analysis. According to the study findings, there is a significant difference in favor of females in terms of the average attitude scores towards e-learning in sports among students. The average scores of students in the sub-dimensions of e-learning in sports and internet-specific epistemic justification do not significantly differ based on the daily time spent on the internet. A positive relationship between e-learning in sports and internet-specific epistemic justification was observed in all sub-dimensions. In conclusion, the positive attitudes of sports science students towards e-learning are closely related to epistemic justification processes. To positively influence sports science students' attitudes towards e-learning, it may be necessary to develop epistemic justification processes and incorporate these processes into the design of e-learning materials. Additionally, for more effective utilization of e-learning in sports science education, guiding students on how to trust internet sources, evaluate information, and utilize them effectively may be crucial.

Anahtar Kelimeler

E-Learning Epistemic Justification Sports Science Students

Kaynakça

  • Ananiadou, K., ve Claro, M. (2009). 21st century skills and competences for new millennium learners in OECD countries (OECD Education Working Papers No. 41). Paris, France: OECD Publishing. https://doi.org/10.1787/218525261154
  • Ayaş, E. B. (2021). İnternete Özgü Epistemik Gerekçelendirme Ölçeğinin beden eğitimi ve spor öğretimine uyarlanması. Turkish Studies-Education, 16(3), 1367-1377. https://dx.doi.org/10.47423/TurkishStudies.51350
  • Bennett, S., Maton, K., ve Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence. British journal of educational technology, 39(5), 775-786.
  • Binali, T., Tsai, C. C., ve Chang, H. Y. (2021). University students’ profiles of online learning and their relation to online metacognitive regulation and internet-specific epistemic justification. Computers & Education, 175, 104315. https://doi.org/10.1016/j.compedu.2021.104315
  • Cheng, Y., Chen, C., Lin, Y. ve Yeh, R. (2007). Predicting College Student' Use of E-Learning Systems: An attempt to extend technology acceptance model. Erişim tarihi: 20 Temmuz 2023. from http://aisel.aisnet.org/pacis2007/121
  • Chiu, Y. L., Liang, J. C., ve Tsai, C. C. (2016). Exploring the roles of education and Internet search experience in students' Internet-specific epistemic beliefs. Computers in Human Behavior, 62, 286-291. https://doi.org/10.1016/j.chb.2016.03.091
  • Cresswell, J. W. (2012). Education al research (4. bs.). Boston: Pearson.
  • Egbo, O. P., Okoyeuzu, C. R., Ifeanacho, I. C., ve Onwumere, J. U. (2011). Gender perception and attitude towards e-learning: A case of business students, University of Nigeria. International Journal of Computer Application, 1(2), 135-148.
  • Emine, A., ve Karakaya, Y. E. (2020). E-learning in sports education institutions in Turkey. MOJES: Malaysian Online Journal of Educational Sciences, 8(1), 14-26.
  • Erdugan, F. (2020). Investigating Readiness Levels of Sports Science Faculty Students towards E-Learning. African Educational Research Journal, 8(2), 272-279.
  • Greene, J. A., ve Yu, S. B. (2015). Educating critical thinkers: The role of epistemic cognition. Policy Insights From the Behavioral and Brain Sciences, 3(1), 45–53. https://doi.org/10.1177/2372732215622223
  • Groff, J. (2013). Technology-rich innovative learning environments (Working Paper). OECD. https://www.oecd.org/education/ceri/TechnologyRich%20Innovative%20Learning%20Environments%20by%20Jennifer%20Groff.pdf
  • Gumantan, A., Nugroho, R. A., ve Yuliandra, R. (2021). Learning during the covid-19 pandemic: Analysis of e-learning on sports education students. Journal Sport Area, 6(1), 51-58.
  • Hofer, B. K. (2004). Introduction: Paradigmatic approaches to personal epistemology. Educational psychologist, 39(1), 1-3. https://doi.org/10.1207/s15326985ep3901_1
  • Jamil, B., Sethi, A., ve Ali, S. (2016). Attitude of nursing students towards e-learning. Advances in Health Professions Education, 2(1), 24-29.
  • Kar, D., Saha, B., ve Mondal, B. C. (2014). Attitude of university students towards e-learning in west Bengal. American Journal of Educational Research, 2(8), 669-673.
  • Keller, C., ve Cernerud, L. (2002). Students’ perceptions of e‐learning in university education. Journal of Educational Media, 27(1-2), 55-67. https://doi.org/10.1080/1358165020270105
  • Liaw, S. S., ve Huang, H. M. (2011). A study of investigating learners attitudes toward e-learning. 5th International Conference, 673
  • Mason, L., Boldrin, A., ve Ariasi, N. (2010). Searching the Web to learn about a controversial topic: Are students epistemically active?. Instructional Science, 38(6), 607-633.https://doi.org/10.1007/s11251-008-9089-y
  • Montgomerie, K., Edwards, M., ve Thorn, K. (2016). Factors influencing online learning in an organisational context. Journal of Management Development, 35(10), 1313-1322.
  • Mutlu Bozkurt, T. ve Tamer, K. (2020). “Sporda E-Öğrenmeye Yönelik Tutum Ölçeği”, International Social Mentality and Researcher Thinkers Journal, 6(36), 1761-1771. http://dx.doi.org/10.31576/smryj.634
  • Paechter, M., ve Maier, B. (2010). Online or face-to-face? Students' experiences and preferences in e-learning. The internet and higher education, 13(4), 292-297. https://doi.org/10.1016/j.iheduc.2010.09.004
  • Parapi, J. M. O., Maesaroh, L. I., Basuki, B., ve Masykuri, E. S. (2020). Virtual education: A brief overview of its role in the current educational system. Scripta: English Department Journal, 7(1), 8-11.
  • Paul, J., Macedo-Rouet, M., Rouet, J. F., ve Stadtler, M. (2017). Why attend to source information when reading online? The perspective of ninth grade students from two different countries. Computers & Education, 113, 339– 354. https://doi.org/10.1016/j.compedu.2017.05.020
  • Popovic, S., Zarubica, M., Vukovic, J., ve Matic, R. M. (2021). Attitudes and preferences of students in sports science concerning the use of e-learning and social media at the university of novi sad. Sport Mont, 19(2), 11-15.
  • Quijada, M. R. (2015). Information and Communication Technologies (ICT) in physical education: A theoretical review. Sportis Scientific Technical Journal of School Sport, Physical Education and Psychomotricity, 1(1): 75-86.
  • Rafiq, F., Hussain, S., ve Abbas, Q. (2020). Analyzing students’ attitude towards e-learning: A case study in higher education in Pakistan. Pakistan Social Sciences Review, 4(1), 367-380.
  • Rafiq, F., Hussain, S., ve Abbas, Q. (2020). Analyzing students’ attitude towards e-learning: A case study in higher education in Pakistan. Pakistan Social Sciences Review, 4(1), 367-380.
  • Ragusa, A. T. (2017). Technologically-mediated communication: student expectations and experiences in a FOMO society. International Journal of Educational Technology in Higher Education, 14(1), 1-20.
  • Rhema, A., ve Miliszewska, I. (2014). Analysis of student attitudes towards e-learning: The case of engineering students in Libya. Issues in informing science and information Technology, 11, 169-190.
  • Rigamonti, L., Dolci, A., Galetta, F., Stefanelli, C., Hughes, M., Bartsch, M., ... ve Back, D. A. (2020). Social media and e-learning use among European exercise science students. Health promotion international, 35(3), 470-477.
  • Sabah, N. M. (2013). “Students’ attitude and motivation towards e-learning.” In Proceedings of The First International Conference on Applied Sciences (ICAS), 1–6. Gaza, Palestine: University College of Applied Sciences.
  • Strom, R. D., ve Strom, P. S. (2002). Changing the rules: Education for creative thinking. The Journal of creative behavior, 36(3), 183-200.
  • Tratnik, A., Urh, M., ve Jereb, E. (2019). Student satisfaction with an online and a face-to-face Business English course in a higher education context. Innovations in education and teaching international, 56(1), 36-45.
  • Younis, N. M., Ahmed, M. M., ve Hussein, A. A. (2021). University Students' Attitude Towards E-Learning. Bahrain Medical Bulletin, 43(2).460-63
  • Zabadi, A. M., ve Al-Alawi, A. H. (2016). University students’ attitudes towards e-learning: University of Business & Technology (UBT)-Saudi Arabia-Jeddah: A case study. International Journal of Business and Management, 11(6), 286-295.

E-Öğrenme ve Epistemik Gerekçelendirme Arasındaki İlişki: Spor Bilimi Öğrencilerinin Algıları ve Tutumları

Yıl 2023, Cilt: 6 Sayı: 1-Cumhuriyet'in 100. Yılı Özel Sayısı, 886 - 895, 29.10.2023

Ahmet Enes Sağın Barış Mergan Neslişah Aktaş Üstün Velittin Balcı

https://doi.org/10.38021/asbid.1373267

Öz

Bu çalışmada spor bilimi öğrencilerinin internete özgü epistemik gerekçelendirme düzeyleri ile sporda e-öğrenmeye yönelik tutumları arasındaki ilişki incelenmiştir. Araştırmada nicel araştırma yöntemleri arasında yer alan ilişkisel tarama modeli benimsenerek dizayn edilmiştir. Araştırma grubunu 146’sı erkek (%58,4), 104’ü kadın (%41,6) olmak üzere toplam 250 öğrenci oluşturmaktadır. Öğrencilerin e-öğrenme düzeylerinin belirlenmesinde “Sporda e-öğrenmeye yönelik tutum ölçeği”, epistemik gerekçelendirme düzeylerinin belirlenmesinde ise “İnternete özgü epistemik gerekçelendirme ölçeği” (Beden eğitimi ve spor öğretimi uyarlaması) kullanılmıştır. Verilerin analizinde t-testi, ANOVA ve Pearson korelasyon analizi kullanılmıştır. Çalışma bulgularına göre, öğrencilerin sporda e-öğrenmeye yönelik tutum puan ortalamalarında kadınlar lehine anlamlı farklılık görülmüştür. Öğrencilerin sporda e-öğrenme ve internete özgü epistemik gerekçelendirme alt boyutlarında aldıkları puan ortalamaları günlük internette geçirilen süreye göre anlamlı olarak farklılık göstermemiştir. Sporda e-öğrenme ile internete özgü epistemik gerekçelendirme tüm alt boyutları arasında pozitif ilşkinin olduğu görülmüştür. Sonuç olarak; spor bilimi öğrencilerinin e-öğrenmeye yönelik olumlu tutumlarının, epistemik gerekçelendirme süreçleri ile yakından ilişkilidir. Spor bilimi öğrencilerinin e-öğrenmeye yönelik tutumlarının olumlu yönde etkilenmesi için, epistemik gerekçelendirme süreçlerinin geliştirilmesi ve bu süreçlerin e-öğrenme materyallerinin tasarımına dahil edilmesi gerekebilir. Ayrıca, spor bilimi eğitiminde e-öğrenmenin daha etkili bir şekilde kullanılabilmesi için, öğrencilere internet kaynaklarına nasıl güvenebilecekleri, bilgiyi nasıl değerlendirebilecekleri ve en iyi şekilde kullanabilecekleri konusunda rehberlik edilmesi önemli olabilir.

Anahtar Kelimeler

E-öğrenme Epistemik Gerekçelendirme Spor Bilimleri Öğrencileri

Kaynakça

  • Ananiadou, K., ve Claro, M. (2009). 21st century skills and competences for new millennium learners in OECD countries (OECD Education Working Papers No. 41). Paris, France: OECD Publishing. https://doi.org/10.1787/218525261154
  • Ayaş, E. B. (2021). İnternete Özgü Epistemik Gerekçelendirme Ölçeğinin beden eğitimi ve spor öğretimine uyarlanması. Turkish Studies-Education, 16(3), 1367-1377. https://dx.doi.org/10.47423/TurkishStudies.51350
  • Bennett, S., Maton, K., ve Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence. British journal of educational technology, 39(5), 775-786.
  • Binali, T., Tsai, C. C., ve Chang, H. Y. (2021). University students’ profiles of online learning and their relation to online metacognitive regulation and internet-specific epistemic justification. Computers & Education, 175, 104315. https://doi.org/10.1016/j.compedu.2021.104315
  • Cheng, Y., Chen, C., Lin, Y. ve Yeh, R. (2007). Predicting College Student' Use of E-Learning Systems: An attempt to extend technology acceptance model. Erişim tarihi: 20 Temmuz 2023. from http://aisel.aisnet.org/pacis2007/121
  • Chiu, Y. L., Liang, J. C., ve Tsai, C. C. (2016). Exploring the roles of education and Internet search experience in students' Internet-specific epistemic beliefs. Computers in Human Behavior, 62, 286-291. https://doi.org/10.1016/j.chb.2016.03.091
  • Cresswell, J. W. (2012). Education al research (4. bs.). Boston: Pearson.
  • Egbo, O. P., Okoyeuzu, C. R., Ifeanacho, I. C., ve Onwumere, J. U. (2011). Gender perception and attitude towards e-learning: A case of business students, University of Nigeria. International Journal of Computer Application, 1(2), 135-148.
  • Emine, A., ve Karakaya, Y. E. (2020). E-learning in sports education institutions in Turkey. MOJES: Malaysian Online Journal of Educational Sciences, 8(1), 14-26.
  • Erdugan, F. (2020). Investigating Readiness Levels of Sports Science Faculty Students towards E-Learning. African Educational Research Journal, 8(2), 272-279.
  • Greene, J. A., ve Yu, S. B. (2015). Educating critical thinkers: The role of epistemic cognition. Policy Insights From the Behavioral and Brain Sciences, 3(1), 45–53. https://doi.org/10.1177/2372732215622223
  • Groff, J. (2013). Technology-rich innovative learning environments (Working Paper). OECD. https://www.oecd.org/education/ceri/TechnologyRich%20Innovative%20Learning%20Environments%20by%20Jennifer%20Groff.pdf
  • Gumantan, A., Nugroho, R. A., ve Yuliandra, R. (2021). Learning during the covid-19 pandemic: Analysis of e-learning on sports education students. Journal Sport Area, 6(1), 51-58.
  • Hofer, B. K. (2004). Introduction: Paradigmatic approaches to personal epistemology. Educational psychologist, 39(1), 1-3. https://doi.org/10.1207/s15326985ep3901_1
  • Jamil, B., Sethi, A., ve Ali, S. (2016). Attitude of nursing students towards e-learning. Advances in Health Professions Education, 2(1), 24-29.
  • Kar, D., Saha, B., ve Mondal, B. C. (2014). Attitude of university students towards e-learning in west Bengal. American Journal of Educational Research, 2(8), 669-673.
  • Keller, C., ve Cernerud, L. (2002). Students’ perceptions of e‐learning in university education. Journal of Educational Media, 27(1-2), 55-67. https://doi.org/10.1080/1358165020270105
  • Liaw, S. S., ve Huang, H. M. (2011). A study of investigating learners attitudes toward e-learning. 5th International Conference, 673
  • Mason, L., Boldrin, A., ve Ariasi, N. (2010). Searching the Web to learn about a controversial topic: Are students epistemically active?. Instructional Science, 38(6), 607-633.https://doi.org/10.1007/s11251-008-9089-y
  • Montgomerie, K., Edwards, M., ve Thorn, K. (2016). Factors influencing online learning in an organisational context. Journal of Management Development, 35(10), 1313-1322.
  • Mutlu Bozkurt, T. ve Tamer, K. (2020). “Sporda E-Öğrenmeye Yönelik Tutum Ölçeği”, International Social Mentality and Researcher Thinkers Journal, 6(36), 1761-1771. http://dx.doi.org/10.31576/smryj.634
  • Paechter, M., ve Maier, B. (2010). Online or face-to-face? Students' experiences and preferences in e-learning. The internet and higher education, 13(4), 292-297. https://doi.org/10.1016/j.iheduc.2010.09.004
  • Parapi, J. M. O., Maesaroh, L. I., Basuki, B., ve Masykuri, E. S. (2020). Virtual education: A brief overview of its role in the current educational system. Scripta: English Department Journal, 7(1), 8-11.
  • Paul, J., Macedo-Rouet, M., Rouet, J. F., ve Stadtler, M. (2017). Why attend to source information when reading online? The perspective of ninth grade students from two different countries. Computers & Education, 113, 339– 354. https://doi.org/10.1016/j.compedu.2017.05.020
  • Popovic, S., Zarubica, M., Vukovic, J., ve Matic, R. M. (2021). Attitudes and preferences of students in sports science concerning the use of e-learning and social media at the university of novi sad. Sport Mont, 19(2), 11-15.
  • Quijada, M. R. (2015). Information and Communication Technologies (ICT) in physical education: A theoretical review. Sportis Scientific Technical Journal of School Sport, Physical Education and Psychomotricity, 1(1): 75-86.
  • Rafiq, F., Hussain, S., ve Abbas, Q. (2020). Analyzing students’ attitude towards e-learning: A case study in higher education in Pakistan. Pakistan Social Sciences Review, 4(1), 367-380.
  • Rafiq, F., Hussain, S., ve Abbas, Q. (2020). Analyzing students’ attitude towards e-learning: A case study in higher education in Pakistan. Pakistan Social Sciences Review, 4(1), 367-380.
  • Ragusa, A. T. (2017). Technologically-mediated communication: student expectations and experiences in a FOMO society. International Journal of Educational Technology in Higher Education, 14(1), 1-20.
  • Rhema, A., ve Miliszewska, I. (2014). Analysis of student attitudes towards e-learning: The case of engineering students in Libya. Issues in informing science and information Technology, 11, 169-190.
  • Rigamonti, L., Dolci, A., Galetta, F., Stefanelli, C., Hughes, M., Bartsch, M., ... ve Back, D. A. (2020). Social media and e-learning use among European exercise science students. Health promotion international, 35(3), 470-477.
  • Sabah, N. M. (2013). “Students’ attitude and motivation towards e-learning.” In Proceedings of The First International Conference on Applied Sciences (ICAS), 1–6. Gaza, Palestine: University College of Applied Sciences.
  • Strom, R. D., ve Strom, P. S. (2002). Changing the rules: Education for creative thinking. The Journal of creative behavior, 36(3), 183-200.
  • Tratnik, A., Urh, M., ve Jereb, E. (2019). Student satisfaction with an online and a face-to-face Business English course in a higher education context. Innovations in education and teaching international, 56(1), 36-45.
  • Younis, N. M., Ahmed, M. M., ve Hussein, A. A. (2021). University Students' Attitude Towards E-Learning. Bahrain Medical Bulletin, 43(2).460-63
  • Zabadi, A. M., ve Al-Alawi, A. H. (2016). University students’ attitudes towards e-learning: University of Business & Technology (UBT)-Saudi Arabia-Jeddah: A case study. International Journal of Business and Management, 11(6), 286-295.
Toplam 36 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Beden Eğitimi ve Spor Pedagojisi
Bölüm Arşiv
Yazarlar

Ahmet Enes Sağın 0000-0002-4243-8276

Barış Mergan 0000-0002-3151-5782

Neslişah Aktaş Üstün 0000-0003-0745-8527

Velittin Balcı 0000-0003-3145-9618

Erken Görünüm Tarihi 25 Ekim 2023
Yayımlanma Tarihi 29 Ekim 2023
Gönderilme Tarihi 9 Ekim 2023
Kabul Tarihi 24 Ekim 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 6 Sayı: 1-Cumhuriyet'in 100. Yılı Özel Sayısı

Kaynak Göster

APA Sağın, A. E., Mergan, B., Aktaş Üstün, N., Balcı, V. (2023). E-Öğrenme ve Epistemik Gerekçelendirme Arasındaki İlişki: Spor Bilimi Öğrencilerinin Algıları ve Tutumları. Akdeniz Spor Bilimleri Dergisi, 6(1-Cumhuriyet’in 100. Yılı Özel Sayısı), 886-895. https://doi.org/10.38021/asbid.1373267
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