STUDENTS' COMMITMENT TO THE LEARNING ENVIRONMENT IN ONLINE LEARNING ENVIRONMENTS

Abstract

Student commitment is an effective component in achieving educational goals. The failure of the students to gain commitment causes success negatively. This research aims to investigate the commitment of students to distance education in an online learning environment during the pandemic period and analyze the results based on the various variables. The universe of this descriptive study consisted of 806 students studying at Mus Alparslan University and Hakkari University between the years 2020-2021. The student’s descriptive information form was prepared by the researchers by using the Student Engagement Scale in Online Learning. Descriptive statistical analyses, Independent Sample T-Test, One-Way Analysis of Variance (ANOVA), and Tukey's test were used to evaluate the data. As a result of this study, a significant difference was found between the variables of satisfaction with the department, marriage, smoking status, family type, and the total scores obtained from the scale. Moreover, it was observed that the scores increased as the perceived mental well-being increased. On the other hand, there was no significant difference in terms of perceived general health, university, place of residence, social media use, and income. In online learning environments, factors such as students who study in the desired department, their non-smoking status, and their psychological well-being are effective on students’ commitment to the learning environment. The efforts to increase the quality of distance education will be beneficial to students' commitment to the online learning environment.

Ögrenci bagliligi, egitimle ilgili hedeflere ulasilmasinda etkili bir bilesendir. Ögrencinin baglilik kazanamamasi, okul basarisinin olumsuz etkilenmesine sebep olmaktadir. Bu arastirmanin amaci, pandemi döneminde uzaktan egitim gören ögrencilerin çevrimiçi ögrenme ortamlarinda ögrenme ortamina bagliliklarini ölçmek ve çesitli degiskenlere göre incelemektir. Tanimlayici tipteki bu arastirmanin evrenini Mus Alparslan Üniversitesi ve Hakkâri Üniversitesi’nde 2020-2021 yilinda ögrenim gören tüm ögrenciler, örneklemini ise 04.01.2021–30.05.2021 tarihleri arasinda, arastirmaya katilmaya gönüllü 806 ögrenci olusturmustur. Arastirmada, arastirmacilar tarafindan hazirlanan ögrenci tanitim bilgi formu ve Çevrimiçi Ögrenmede Ögrenci Bagliligi Ölçegi kullanilmistir. Verilerin degerlendirilmesinde tanimlayici istatiksel analizler, Bagimsiz Örneklem T Testi, Tek Yönlü Varyans Analizi (ANOVA) ve Tukey testi kullanilmistir. Bölümünden memnun olma, evlilik, sigara içme durumu, aile tipi degiskenler ile ölçekten alinan toplam puanlar arasinda anlamli farklilik tespit edilmistir. Ayrica algilanan ruhsal iyilik hali arttikça puanlarin arttigi görülmüstür. Algilanan genel saglik, üniversite, yasanan yer, sosyal medya kullanma ve gelir durumlarina göre anlamli farklilik saptanmamistir. Çevrimiçi ögrenme ortamlarinda ögrencilerin ögrenme ortamina bagliliklarinda, ögrencinin istedigi bölümü okumasi, sigara içmemesi, psikolojik iyilik hali gibi faktörler etkilidir. Uzaktan yapilan egitimin kalitesinin artirilmasi yönündeki çabalar ögrencilerin çevrimiçi ögrenme ortamina bagliliklarinda faydali olacaktir.