Pedagojik Formasyon Öğrencilerinin Kişilik Yapıları ile Transaksiyonel Uzaklık Algıları Arasındaki İlişki (The Relationship Between Pedagogical Formation Students' Personality Structures and Transactional Distance Perceptions)
Keywords:
Transactional Distance, Personality structures, Pedagogical formationAbstract
The aim of this study is to determine whether the personality structures of the students studying pedagogical formation program predict the transactional distance perception in the program applied as mixed learning. For this purpose, the study was conducted with 92 students using the appropriate sampling method in cross-sectional survey model. Of the students participating in the study, 78 were female and 14 were male. When we look at the ages of these students, it is seen that the average age of the age range is between 21 and 45 and it is 23.91. Transactional Distance TD perception scale and five factor personality structures inventory were used as data collection tools. Linear regression analysis was used to analyse the data. At the end of the study, it was found out that extraversion and neuroticism were related to dialogue with five major personality structures, while openness to experience was related to autonomy and self-control variable. It was found that other personality structures were not significant predictors of transactional distance perception. In future studies, different personality structures and longer forms of data can be collected to determine whether there are similar results or to confirm the personality structure with observations.
References
Anderson, T. (2008). Towards a theory of online learning. In T. Anderson & F. Elloumi (Eds.) Theory and Practice of Online Learning, (pp. 45-74). Retrieved from http://www.aupress.ca/books/120146/ebook/02_Anderson_2008_Anderson- Online_Learning.pdf
Burger, J. M. (2006). Kişilik. (Çeviren: İnan Deniz, E. Sarıoğlu). (1.Baskı). İstanbul: Kaktüs Yayınları.
Büyüköztürk, Ş., Çakmak, E. K., Akgün, K. Ş., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri. (12. Basım). Ankara: Pegem.
Demir Kaymak, Z. & Horzum, M. B. (2013). Çevrimiçi öğrenme öğrencilerinin çevrimiçi öğrenmeye hazır bulunuşluk düzeyleri, algıladıkları yapı ve etkileşim arasındaki ilişki. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 13(3), 1783-1797.
Dron, J. (2007). Designing the undesignable: Social software and control. Educational Technology & Society, 10(3), 60-71.
Glass, R., Prichard, J., Lafortune, A. & Schwab, N. (2013). The Influence of Personalıty and Facebook Use On Student Academıc Performance. Issues in Information Systems, 14(2), 119-126.
Gorsky, P. & Caspi, A. (2005b). Dialogue: A theoretical framework for distance education instructional systems. British Journal of Educational Technology, 36(2), 137-144.
Hopper, D. A. (2000). Learner characteristics, life circumstances, and transactional distance in a distance education setting. Unpublished dissertation. USA -- Detroit, Michigan: Wayne State University.
Horzum, M. B. (2007). İnternet tabanlı eğitimde etkileşimsel uzaklığın öğrenci başarısı, doyumu ve öz-yeterlik algısına etkisi. Yayımlanmamış doktora tezi. Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
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(3), 1571-1587.
Horzum, M. B. (2013). Uzaktan eğitimde transaksiyonel uzaklığın öğrencilerin özyeterlilik algılarına etkisi. Eğitim Bilimleri ve Uygulama, 12(24), 159-174.
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.
Horzum, M. B. (2015). Interaction, structure, social presence, and satisfaction in online learning. Eurasia Journal of Mathematics, Science & Technology Education, 11(3), 505-512.
Horzum, M. B., Ayas, T., & Padır, M. A. (2017). Beş Faktör Kişilik Ölçeğinin Türk Kültürüne Uyarlanmasi. Sakarya University Journal of Education, 7(2), 398-408.
Jung, I., Choi, S., Lim, C. & Leem, J. (2002). Effect of different type of interaction on learning achievement, satisfaction and participation in web based instruction. Innovation in Education and Teaching International, 39(2), 153-162.
Kanuka, H. (2001). University student perceptions of the use of web in distance-delivered programs. Canadian Journal of Higher Education, 31(3), 49-72.
Köklü, N., Büyüköztürk, Ş., & Çokluk-Bökeoğlu, Ö. (2007). Sosyal bilimler için istatistik.
Pegem A Yayıncılık.
Lemone, K. (2005). Analyzing cultural ınfluences on elearning transactional ıssues. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (pp. 2637-2644). Chesapeake, VA: AACE.
Lowell, N. O. (2004). An investigation of factors contributing to perceived transactional distance in an online setting. Unpublished dissertation. USA: University of Northern Colorado.
Lynch, M. M. (2002). The online educator: A guide to creating the virtual classroom. London: Routledge Falmer Taylor & Francis Group.
Moore, M. G. (1993). Theory of transactional distance. Ed.: Keegan, D. Theoretical Principle of distance education. Routledge, p. 22-38.
Moore, M. G., & Kearsley, I. G. (2012). Distance education: A systems view of online learning
(3rd Ed.). New York: Wadsworth Publishing Company.
Özkaya, M. (2013). Çevrimiçi öğrenme öğrencilerinin transaksiyonel uzaklık algısı, sorgulama topluluğu algısı ve öğrenme yaklaşımlarının başarılarına etkisi. Sakarya Üniversitesi Eğitim Bilimleri Enstitüsü.
Rammstedt, B. & John, O. P. (2007). Measuring personality in one minute or less: A 10-item short version of the Big Five Inventory in English and German. Journal of research in Personality, 41(1), 203-212.
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.
Saba, F. (2003). Distance education theory, methodology, and epistemology: A pragmatic paradigm. Ed: M. G. Moore & W. G. Anderson. Handbook of Distance Education. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.
Stein, D.S.; Wanstreet, C.E.; Calvin, J.; Overtoom, C. ve Wheaton, J.E. (2005). Bridging the Transactional Distance Gap in Online Learning Environments. The American Journal of Distance Education, 19(2), 105–118.
Zhang, A. (2003). Transactional distance in web-based college learning environments: Toward measurement and theory construction. Unpublished Ph.D. dissertation. United States- Virginia: Virginia Commonwealth University.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Journal of Anatolian Cultural Research (JANCR)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
