The relationship between prospective teachers' readiness and satisfactions about web-based distance education

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dc.authorid0000-0003-2362-9832
dc.authorid0000-0003-2293-9142
dc.contributor.authorÖztürk, Duygu Saniye
dc.contributor.authorÖztürk, Faruk
dc.contributor.authorÖzen, Raşit
dc.date.accessioned2024-09-25T20:01:28Z
dc.date.available2024-09-25T20:01:28Z
dc.date.issued2018
dc.departmentBAİBÜ, Eğitim Fakültesi, Temel Eğitim Bölümü en_US
dc.departmentBAİBÜ, Eğitim Fakültesi, Eğitim Bilimleri Bölümü
dc.description.abstractDistance education is a kind of education in which learner and teacher communicate through a means either simultaneously or at different times being present in different places. In this study, it is aimed to determine the prospective teachers' readiness and satisfaction levels after the procedure related with the courses which they take through distance education. Correlational study model is used in the study. The study was conducted with 261 undergraduate students who took some of the courses distantly in diverse undergraduate programs in the faculty of education at Abant Izzet Baysal University, Bolu, Turkey and 232 students of pedagogical formation in the same faculty. The participants of the study consisted of 493 prospective teachers. In the study, e-Readiness Scale and e-Satisfaction Scale were used as data collection tools. As a result, the levels of readiness and satisfaction from web based distance education of prospective teachers was found to be above the mean score. Readiness levels according to the sub dimensions of the Readiness Scale were generally positive; however, prospective teachers thought that they were equipped in the subjects including the sub dimensions of technical skills and factors that affect success. It was determined that prospective teachers were generally satisfied with the subjects related to all the sub dimensions of the Satisfaction Scale. It was revealed that there was a meaningful relationship between readiness and satisfaction levels. The readiness and satisfaction levels of the prospective teachers having pedagogical formation education were higher when compared to those of the prospective teachers of education faculty. The department having the highest readiness and satisfaction levels was History-Geography department.en_US
dc.identifier.endpage162en_US
dc.identifier.issn1302-6488
dc.identifier.issue1en_US
dc.identifier.startpage147en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12491/14130
dc.identifier.volume19en_US
dc.identifier.wosWOS:000429150100012en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.institutionauthorid0000-0003-2362-9832
dc.institutionauthorid0000-0003-2293-9142
dc.language.isoenen_US
dc.publisherAnadolu Univen_US
dc.relation.ispartofTurkish Online Journal of Distance Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.snmzYK_20240925en_US
dc.subjectWeb-Based Distance Educationen_US
dc.subjectE-Readinessen_US
dc.subjectE-Satisfactionen_US
dc.subjectOnline Learningen_US
dc.subjectProspective teacheren_US
dc.titleThe relationship between prospective teachers' readiness and satisfactions about web-based distance educationen_US
dc.typeArticleen_US

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