Spor eğitimi alan üniversite öğrencilerinde harmanlanmış öğrenme ortamlarının etkililiği
Küçük Resim Yok
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Amaç: Bu araştırma, spor eğitimi alan üniversite öğrencilerinin harmanlanmış öğrenme ortamlarına yönelik algılarını ve etkililik değerlendirmelerini incelemeyi amaçlamaktadır. Materyal ve Metot: Nicel bir yöntem olan tanımlayıcı türdeki araştırmanın evrenini İnönü Üniversitesi ve Fırat Üniversitesinde spor eğitimi alan üniversite öğrencileri, örneklemi ise İnönü Üniversitesi ve Fırat Üniversitesi Spor Bilimleri Fakültelerinde öğrenim gören 674 öğrenci oluşturmuştur. Araştırma 2022-2023 eğitim öğretim yılında yapılmıştır. Nicel veriler Harmanlanmış Öğrenme Ortamlarının Etkililiği Ölçeği aracılığıyla toplanmıştır. Ölçekler, gerekli izinler alınarak katılımcılara gönüllülük esasına göre uygulanmıştır. İstatistiksel analizler SPSS programı ile yapılmıştır. Değişkenler arasındaki ilişkiler "Independent Sample t-Testi", "Tek Yönlü Varyans Analizi (ANOVA)", "Scheffe Testi", "LSD testi" ve "Pearson Korelasyon Analizi" testleri uygulanarak incelenmiştir. Bulgular: Bulgular, yüz yüze öğrenme ortamlarının daha etkili şekilde algılandığını ve öğrenme deneyimine katkıda bulunduğunu göstermektedir (?=4.062). Harmanlanmış öğrenme ortamları ise, en etkili ikinci öğrenme ortamı olarak değerlendirilmiştir (?=3.841). Ancak, çevrimiçi öğrenme ortamlarının (?=3.342) ve teknik konuların (?=2.957) bazı zorlukları olduğu görülmüştür. Korelasyon analizinde, yüz yüze öğrenme ortamları ile harmanlanmış öğrenme ortamları arasında (r=0.435, p<0.01) ve çevrimiçi öğrenme ortamları ile harmanlanmış öğrenme ortamları arasında (r=0.540, p<0.01) orta düzeyde pozitif yönlü bir ilişki bulunmuştur. Sonuç: Spor eğitimi alan üniversite öğrencilerinde harmanlanmış öğrenme ortamlarının etkililiği, öğrenci motivasyonu, öğrenci-öğreten etkileşimi, teknik destek ve iletişim gibi faktörlerle ilişkilidir. Yüz yüze öğrenme ortamları, öğrenciler tarafından en etkili şekilde algılanmakta ve öğrenme deneyimine katkıda bulunmaktadır. Harmanlanmış öğrenme spor eğitiminde etkili bir yöntemdir ve farklı öğrenme stillerine uyum sağlama ve teknik konularla ilgili zorlukları ele alma potansiyeline sahiptir. Ancak, çevrimiçi öğrenme ortamlarının etkinliği ve teknik destek konularına dikkat edilmesi gerekmektedir. Anahtar Kelimeler: çevrimiçi öğrenme, harmanlanmış öğrenme, spor eğitimi, yüz yüze öğrenme.
Aim: This study aims to explore the perceptions and effectiveness assessments of university students in sports education regarding blended learning environments. Material and Method: The population of this descriptive quantitative research consisted of university students majoring in sports education at İnönü University and Fırat University, and sample consisted of 674 students enrolled in the Faculties of Sports Sciences at İnönü University and Fırat University. The research was conducted during the 2022-2023 academic year. Quantitative data were collected through the Effective Blended Learning Environments Scale. The scales were administered to participants on a voluntary basis with the necessary permissions obtained. Statistical analyses were performed using the SPSS program. Relationships between variables were examined using the "Independent Sample t-Test," "One-Way Analysis of Variance (ANOVA)," "Scheffe Test," "LSD test," and "Pearson Correlation Analysis" tests. Results: The findings indicate that face-to-face learning environments are perceived as the most effective and contributing to the learning experience (?=4.062). Blended learning environments were evaluated as the second most effective learning environment (?=3.841). However, it was observed that online learning environments (?=3.342) and technical issues (?=2.957) presented some challenges. In the correlation analysis, a moderate positive relationship was found between face-to-face learning environments and blended learning environments (r=0.435, p<0.01), as well as between online learning environments and blended learning environments (r=0.540, p<0.01). Conclusion: In university students majoring in sports education, the effectiveness of blended learning environments is correlated with factors such as student motivation, student-instructor interaction, technical support, and communication. Face-to-face learning environments are perceived as the most effective by students and contribute significantly to the learning experience. Blended learning proves to be an effective method in sports education, offering the potential to accommodate different learning styles and address technical challenges. However, the effectiveness of online learning environments and the provision of technical support need to be carefully considered. Keywords: online learning, blended learning,sports education, face-to-face learning.
Aim: This study aims to explore the perceptions and effectiveness assessments of university students in sports education regarding blended learning environments. Material and Method: The population of this descriptive quantitative research consisted of university students majoring in sports education at İnönü University and Fırat University, and sample consisted of 674 students enrolled in the Faculties of Sports Sciences at İnönü University and Fırat University. The research was conducted during the 2022-2023 academic year. Quantitative data were collected through the Effective Blended Learning Environments Scale. The scales were administered to participants on a voluntary basis with the necessary permissions obtained. Statistical analyses were performed using the SPSS program. Relationships between variables were examined using the "Independent Sample t-Test," "One-Way Analysis of Variance (ANOVA)," "Scheffe Test," "LSD test," and "Pearson Correlation Analysis" tests. Results: The findings indicate that face-to-face learning environments are perceived as the most effective and contributing to the learning experience (?=4.062). Blended learning environments were evaluated as the second most effective learning environment (?=3.841). However, it was observed that online learning environments (?=3.342) and technical issues (?=2.957) presented some challenges. In the correlation analysis, a moderate positive relationship was found between face-to-face learning environments and blended learning environments (r=0.435, p<0.01), as well as between online learning environments and blended learning environments (r=0.540, p<0.01). Conclusion: In university students majoring in sports education, the effectiveness of blended learning environments is correlated with factors such as student motivation, student-instructor interaction, technical support, and communication. Face-to-face learning environments are perceived as the most effective by students and contribute significantly to the learning experience. Blended learning proves to be an effective method in sports education, offering the potential to accommodate different learning styles and address technical challenges. However, the effectiveness of online learning environments and the provision of technical support need to be carefully considered. Keywords: online learning, blended learning,sports education, face-to-face learning.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training, Spor
