Çevrimiçi Uzaktan Eğitim Programlarında Katılım Örüntülerinin ve Başarıya Etki Eden Unsurların İncelenmesi

Abstract

The aim of this study is to evaluate the participation of distance education students in the courses, to examine the relations of participation to each other, to investigate the effect of participation on the achievement score and to predict the achievement status of the students with the current data. In the period when the data were collected, 4724 students had enrolled in the distance education programs of the related university and 21,925 courses were taken in total. The data were obtained from the university's Learning Management System database. Descriptive statistics, t test, correlation analysis, multiple linear regression analysis and discriminant analysis were used in the analysis of the data. For a 14-week course, students participated to an average of 5 live sessions (maximum = 14), 3 archive records (maximum = 14) and 7 times to course content (maximum = 298). A student spent a total of 224 minutes in the live sessions, 223 minutes in the archive records and 220 minutes in the training content. Accordingly, a distance education student spent a total of 667 minutes for one course at a time. This time was 1096 minutes for undergraduate students and 422 minutes for graduate students.The relationship of students' participation data to each other was generally moderate and high; only a weak relationship was found between live session time and archive record time at the undergraduate level. It was found that the participation data explained 49% of the variance in students' midterm exam scores; 22% at the undergraduate level and 50% at the graduate level. In the analysis made to predict the final scores, the model explained 43% of the variance; 26% at the undergraduate level and 46% at the graduate level. Discriminant analysis was performed to predict the achievement of students. Regardless of the level of education, the discrimination function was found to have the correct classification of 89%; 88% at the undergraduate level and 79% at the graduate level.