Uzaktan Eğitim Programlarında Üniversite Öğrencilerinin Eş Zamanlı Sanal Sınıf Ortamlarını Kullanım Niyetlerinin İncelenmesi

Abstract

The aim of this study is to identify the variables affecting the tendency of the students studying at the faculties of education in Turkey universities to use the synchronous virtual classroom and to analyze the causal connections between these variables. For this purpose the Synchronous Virtual Classroom Acceptance Scale which developed by Kang and Shin (2015) was adapted to Turkish and tested in this Study. In determining the variables and relationships of the model presented hypothetically in the study, the Synchronous Virtual Classroom Acceptance Model was used as base that was developed by Kang and Shin (2015). The study group consists of freshmen (n = 310) studying at various departments of the Faculty of Education, Hacettepe University. The data for the research were collected during the spring term of 2015 – 2016 academic year. The hypothetical model was tested with the Structural Equation Modeling. Research findings confirmed the hypothetical model based on Synchronous Virtual Acceptance Classroom Model developed by Kang and Shin (2015). The findings show that the students’ intention to use the synchronous virtual classroom could be explained directly or indirectly by self-efficacy, systematic lecture content, subjective norm, system accessibility, variables of perceived usefulness and perceived ease of use and the resultant model produced a valid, reliable and good fit. However, 77 % of the variance observed in behavioural intention explained by perceived usefulness and perceived ease of use. Self-efficacy and subjective norm explained about 82 % of the variance observed in the perceived usefulness. 73 % of the variance seen in perceived ease of use explained by all exogenous variables.