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Distance Education Satisfaction in Higher Education Students During COVID-19 Pandemic: A Survey

Yıl 2024, Cilt: 14 Sayı: 1, 1 - 16, 30.04.2024
https://doi.org/10.53478/yuksekogretim.1167469

Öz

The primary aim of the study was to investigate the relationship between the demographic and socioeconomic conditions of students and their satisfaction regarding distance education in Turkey. As data collection tool, a questionnaire form was created and used in order to assess the opinions of university students about distance education offered due to pandemic process. Four different models were used to investigate the significance of the relationships between the variables. Ordered logistic regression, ordered probit regression, generalized ordered logistic regression, and generalized ordered probit regression were used to determine the factors associated with the individual satisfaction levels of distance education. According to the model comparison criteria, generalized ordered logistic regression produced the best model. Further results generated by this model indicated that gender, status, age, schoolroom, marital status, location at the university, level of computer use, father’s and mother’s education level, and the university location variables had an effect on satisfaction regarding distance education. The present study determined the relationship between several factors regarding the university students, including marital status, age, income level, the region of the university, and their level of computer use, and their satisfaction level with regards to the distance education. Appropriate educational techniques should be emphasized by considering the variables that this study reveals and that have a significant relationship between them in terms of students' satisfaction with the education they receive.

Kaynakça

  • Aguilera-Hermida, A. P. (2020). College students’ use and acceptance of emergency online learning due to Covid 19. International Journal of Educational Research Open, 1, 100011.
  • Aguilera-Hermida, A. P., Quiroga-Garza, A., Gómez-Mendoza, S., Villanueva, C. A. D. R., Alecchi, B. A., &
  • Avci, D. (2021). Comparison of students’ use and acceptance of emergency online learning due to Covid 19 in the USA, Mexico, Peru, and Turkey. Education and Information Technologies, 1-23.
  • AlGerafi, M., & Zhang, W. (2021). How international students in Chinese medical schools perceive distant learning during the Covid-19 Pandemic. Advanced Education, 119-129.
  • Al Lily, A. E., Ismail, A. F., Abunasser, F. M., & Alqahtani, R. H. A. (2020). Distance education as a response to pandemics: coronavirus and Arab culture. Technology in Society, 63, 101317, 1-11.
  • Almaleki, D. A., Alhajaji, R. A., & Alharbi, M. A. (2021). Measuring students' interaction in distance learning through the electronic platform and its impact on their motivation to learn during Covid-19 Crisis. International Journal of Computer Science and Network Security, 21(5), 98-112.
  • Arslan, N., & Yilmaz, Y. Distance education and its effect on student satisfaction. Journal of Management and Economics Research, 20(4), 308-334.
  • Avila, E. C., Abin, G. J., Bien, G. A., Acasamoso, D. M., & Arenque, D. D. (2021). Students’ perception on online and distance learning and their motivation and learning strategies in using educational technologies during Covid-19 pandemic. Journal of Physics: Conference Series (Vol. 1933, No. 1, p. 012130). IOP Publishing.
  • Baber, H. (2020). Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of Covid-19. Journal of Education and e-Learning Research, 7(3): 285-292. https://doi:10.20448/journal.509.2020.73.285.292
  • Bakhov, I., Opolska, N., Bogus, M., Anishchenko, V., & Biryukova, Y. (2021). Emergency Distance Education in the Conditions of Covid-19 Pandemic: Experience of Ukrainian Universities. Education Sciences, 11(7): 364.
  • Bergdahl, N., & Nouri, J. (2021). Covid-19 and Crisis-Prompted Distance Education in Sweden. Technology, Knowledge and Learning, 26(3): 443-459.
  • Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., ... & Huang, B. (2004). How doesdistance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379-439.
  • Buluk, B., & Eşitti, B. (2020). Koronavirüs (COVID-19) sürecinde uzaktan eğitimin turizm lisans öğrencileri tarafindan değerlendirilmesi. Journal of Awareness, 5(3), 285-298.
  • Chen, Y., Hou, A. Y. C., & Huang, L. (2021). Development of Distance education in Chinese higher education in perspectives of accessibility, quality and equity under Covid-19.” Asian Education and Development Studies. https://doi.org/10.1108/AEDS-05-2020-0118
  • Cicha, K., Rizun, M., Rutecka, P., & Strzelecki, A. (2021). Covid-19 and higher education: first-year students’ expectations toward distance learning. Sustainability, 13(4), 1889.
  • Clark, J. T. (2020). Distance education. In Clinical engineering handbook (pp. 410-415). Academic Press.
  • Cole, A. W., Lennon, L., & Weber, N. L. (2021). Student perceptions of online active learning practices and online learning climate predict online course engagement. Interactive Learning Environments, 29(5), 866-880.
  • Council of Higher Education, Retrieved September 04, 2021, https://www.yok.gov.tr/en/homepage
  • Çelik, A. K., Oktay, E., & Akbaba, A. İ. (2014). An ordered logit Analysis of Inpatient and Outpatient Satisfaction in a Turkish State Hospital. Istanbul University Journal of the School of Business, 43(2), 237-250. Retrieved March 5.
  • Çelik, A. K. (2013). Karayolu Tarfik Kazalarına Etki Eden Risk Faktörlerinin Çok Durumlu Logit Modeli İle Analizi: Erzurum ve Kars İlleri Örneği, Atatürk Üniversitesi, Sosyal Bilimler Enstitüsü, İşletme Ana Bilim Dalı, Erzurum Dindar, M., Çelik, I., & Muukkonen, H. (2022). # WedontWantDistanceEducation: a thematic analysis of higher education students’ social media posts about online education during Covid-19 pandemic. Technology, Knowledge and Learning, 1-19.
  • Evans, T., & Nation D. (1993). Introduction: reforming in open and distance education: reforming open and distance education. London: Kogan Page.
  • Eygü H., & Karaman, S. (2013). A study on the satisfaction perceptions of the distance education students. Kırıkkale University Journal of Social Sciences, 3(1): 36-59. Retrieved November 9, 2020, from
  • Eygu, H., & Gulluce, A. C. (2017). Determination of customer satisfaction in conservative concept hotels by ordinal logistic regression analysis. Journal of Financial Risk Management, 6(03): 269. https://doi.org/10.4236/jfrm.2017.63020
  • Eygü, H., & Kılınç, A. (2019). Sosyo-ekonomik gelişmişlik algısı üzerinde etkili olan faktörlerin sıralı logit model yardımıyla araştırılması: Erzurum-Kayseri örneği. Journal of Academic Value Studies, 5(5). https://doi.org/10.29228/javs.38807
  • Eygü, H., & Eygü, S. (2022). Factors affecting perceived learning satisfaction in distance education in Turkey. Cukurova University Faculty of Education Journal, 51(3), 1769-1790. https://doi.org/10.14812/cufej.1177360
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Covid-19 Pandemi Sürecinde Yükseköğretim Öğrencilerinin Uzaktan Eğitim Memnuniyeti: Bir Araştırma

Yıl 2024, Cilt: 14 Sayı: 1, 1 - 16, 30.04.2024
https://doi.org/10.53478/yuksekogretim.1167469

Öz

Araştırmanın amacı, Türkiye'de öğrencilerin demografik ve sosyoekonomik durumları ile uzaktan eğitime ilişkin memnuniyetleri arasındaki ilişkiyi incelemektir. Veri toplama aracı olarak, üniversite öğrencilerinin pandemi süreci nedeniyle sunulan uzaktan eğitime ilişkin görüşlerini değerlendirmek amacıyla bir anket formu oluşturulmuş ve kullanılmıştır. Değişkenler arasındaki ilişkilerin anlamlılığını araştırmak için dört farklı model kullanılmıştır. Uzaktan eğitimin bireysel memnuniyet düzeyleri ile ilişkili faktörleri belirlemek için sıralı lojistik regresyon, sıralı probit regresyon, genelleştirilmiş sıralı lojistik regresyon ve genelleştirilmiş sıralı probit regresyon kullanılmıştır. Uygulanan yöntemler arasında en iyi model genelleştirilmiş sıralı lojistik regresyon modeli olarak belirlenmiştir. Bu modelle elde edilen diğer sonuçlar, cinsiyet, statü, yaş, derslik, medeni durum, üniversitedeki konum, bilgisayar kullanım düzeyi, anne ve babanın eğitim düzeyi ve üniversitenin bulunduğu yer değişkenlerinin uzaktan eğitime ilişkin memnuniyet üzerinde etkili olduğu belirlenmiştir. Bu çalışmanın ortaya koyduğu ve öğrencilerin aldıkları eğitimden memnuniyetleri açısından aralarında anlamlı ilişki bulunan değişkenler dikkate alınarak uygun eğitim teknikleri üzerine eğitim politikalar geliştirilmelidir.

Teşekkür

Yükseköğretim Dergisi yayın ekibine ilgilerinden dolayı teşekkür ederim.

Kaynakça

  • Aguilera-Hermida, A. P. (2020). College students’ use and acceptance of emergency online learning due to Covid 19. International Journal of Educational Research Open, 1, 100011.
  • Aguilera-Hermida, A. P., Quiroga-Garza, A., Gómez-Mendoza, S., Villanueva, C. A. D. R., Alecchi, B. A., &
  • Avci, D. (2021). Comparison of students’ use and acceptance of emergency online learning due to Covid 19 in the USA, Mexico, Peru, and Turkey. Education and Information Technologies, 1-23.
  • AlGerafi, M., & Zhang, W. (2021). How international students in Chinese medical schools perceive distant learning during the Covid-19 Pandemic. Advanced Education, 119-129.
  • Al Lily, A. E., Ismail, A. F., Abunasser, F. M., & Alqahtani, R. H. A. (2020). Distance education as a response to pandemics: coronavirus and Arab culture. Technology in Society, 63, 101317, 1-11.
  • Almaleki, D. A., Alhajaji, R. A., & Alharbi, M. A. (2021). Measuring students' interaction in distance learning through the electronic platform and its impact on their motivation to learn during Covid-19 Crisis. International Journal of Computer Science and Network Security, 21(5), 98-112.
  • Arslan, N., & Yilmaz, Y. Distance education and its effect on student satisfaction. Journal of Management and Economics Research, 20(4), 308-334.
  • Avila, E. C., Abin, G. J., Bien, G. A., Acasamoso, D. M., & Arenque, D. D. (2021). Students’ perception on online and distance learning and their motivation and learning strategies in using educational technologies during Covid-19 pandemic. Journal of Physics: Conference Series (Vol. 1933, No. 1, p. 012130). IOP Publishing.
  • Baber, H. (2020). Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of Covid-19. Journal of Education and e-Learning Research, 7(3): 285-292. https://doi:10.20448/journal.509.2020.73.285.292
  • Bakhov, I., Opolska, N., Bogus, M., Anishchenko, V., & Biryukova, Y. (2021). Emergency Distance Education in the Conditions of Covid-19 Pandemic: Experience of Ukrainian Universities. Education Sciences, 11(7): 364.
  • Bergdahl, N., & Nouri, J. (2021). Covid-19 and Crisis-Prompted Distance Education in Sweden. Technology, Knowledge and Learning, 26(3): 443-459.
  • Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., ... & Huang, B. (2004). How doesdistance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379-439.
  • Buluk, B., & Eşitti, B. (2020). Koronavirüs (COVID-19) sürecinde uzaktan eğitimin turizm lisans öğrencileri tarafindan değerlendirilmesi. Journal of Awareness, 5(3), 285-298.
  • Chen, Y., Hou, A. Y. C., & Huang, L. (2021). Development of Distance education in Chinese higher education in perspectives of accessibility, quality and equity under Covid-19.” Asian Education and Development Studies. https://doi.org/10.1108/AEDS-05-2020-0118
  • Cicha, K., Rizun, M., Rutecka, P., & Strzelecki, A. (2021). Covid-19 and higher education: first-year students’ expectations toward distance learning. Sustainability, 13(4), 1889.
  • Clark, J. T. (2020). Distance education. In Clinical engineering handbook (pp. 410-415). Academic Press.
  • Cole, A. W., Lennon, L., & Weber, N. L. (2021). Student perceptions of online active learning practices and online learning climate predict online course engagement. Interactive Learning Environments, 29(5), 866-880.
  • Council of Higher Education, Retrieved September 04, 2021, https://www.yok.gov.tr/en/homepage
  • Çelik, A. K., Oktay, E., & Akbaba, A. İ. (2014). An ordered logit Analysis of Inpatient and Outpatient Satisfaction in a Turkish State Hospital. Istanbul University Journal of the School of Business, 43(2), 237-250. Retrieved March 5.
  • Çelik, A. K. (2013). Karayolu Tarfik Kazalarına Etki Eden Risk Faktörlerinin Çok Durumlu Logit Modeli İle Analizi: Erzurum ve Kars İlleri Örneği, Atatürk Üniversitesi, Sosyal Bilimler Enstitüsü, İşletme Ana Bilim Dalı, Erzurum Dindar, M., Çelik, I., & Muukkonen, H. (2022). # WedontWantDistanceEducation: a thematic analysis of higher education students’ social media posts about online education during Covid-19 pandemic. Technology, Knowledge and Learning, 1-19.
  • Evans, T., & Nation D. (1993). Introduction: reforming in open and distance education: reforming open and distance education. London: Kogan Page.
  • Eygü H., & Karaman, S. (2013). A study on the satisfaction perceptions of the distance education students. Kırıkkale University Journal of Social Sciences, 3(1): 36-59. Retrieved November 9, 2020, from
  • Eygu, H., & Gulluce, A. C. (2017). Determination of customer satisfaction in conservative concept hotels by ordinal logistic regression analysis. Journal of Financial Risk Management, 6(03): 269. https://doi.org/10.4236/jfrm.2017.63020
  • Eygü, H., & Kılınç, A. (2019). Sosyo-ekonomik gelişmişlik algısı üzerinde etkili olan faktörlerin sıralı logit model yardımıyla araştırılması: Erzurum-Kayseri örneği. Journal of Academic Value Studies, 5(5). https://doi.org/10.29228/javs.38807
  • Eygü, H., & Eygü, S. (2022). Factors affecting perceived learning satisfaction in distance education in Turkey. Cukurova University Faculty of Education Journal, 51(3), 1769-1790. https://doi.org/10.14812/cufej.1177360
  • Fırat, M., Kılınç, H., & Yüzer, T. V. (2018). Level of Intrinsic Motivation of Distance Education Students in E‐learning Environments. Journal of Computer Assisted Learning, 34(1), 63-70. Fredericksen, E., Swan, K., Pelz, W., Pickett, A., & Shea, P. (1999). Student satisfaction and perceived learning with online courses-principles and examples from the SUNY learning network. The Stata University of New York.
  • Garrison, D. R., & Shale, D. (1987). Mapping the boundaries of distance education: problems in defining the field. American Journal of Distance Education, 1(1): 7-13.
  • Gerçek, H., Aytar, A., & Aytar, A. (2023). Covid-19 Pandemi Sürecinde Uzaktan Eğitim Alan Öğrencilerin Uzaktan Eğitime Bakış Açıları ve Memnuniyetlerinin Değerlendirilmesi. Adnan Menderes Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 7(1), 198-207.
  • Gopal, R., Singh, V., & Aggarwal, A. (2021). Impact of online classes on the satisfaction and performance of students during the pandemic period of Covid 19. Education and Information Technologies, 1-25.
  • Göksu, İ., Ergün, N., Özkan, Z., & Sakız, H. (2021). Distance education amid a pandemic: which psycho‐demographic variables affect students in higher education?. Journal of Computer Assisted Learning.
  • Gunawardena, C. N., & McIsaac, M. S. (2013). Distance education. In Handbook of research on educational communications and technology (pp. 361-401). Routledge. Retrieved September.
  • Hamdan, K. M., Al-Bashaireh, A. M., Zahran, Z., Al-Daghestani, A., Samira, A. H., & Shaheen, M. (2021). University students' interaction, internet self-efficacy, self-regulation and satisfaction with online education during pandemic crises of Covid-19 (SARS-CoV-2). International Journal of Educational Management.
  • Haznedar, Ö., & Baran, B. (2012). Eğitim fakültesi öğrencileri için e-öğrenmeye yönelik genel bir tutum ölçeği geliştirme çalişmasi. Eğitim Teknolojisi Kuram ve Uygulama, 2(2), 42-59.
  • Hernawati, D., Nandiyanto, A. B. D., & Muhammad, N. (2021). The use of learning videos in order to increase student motivation and learning outcomes during the Covid-19 pandemic.” ASEAN Journal of Science and Engineering Education, 1(2), 77-80. Retrieved September 29, 2021, from http://ejournal.upi.edu/index.php/AJSEE/
  • Hockridge, D. (2013). Challenges for Educators Using Distance and Online Education to Prepare Students for Relational Professions. Distance Education, 34(2),142-160.
  • Holmberg, B. (1990). Perspectives of research on distance education. Fern Universitat, Hagen.West Germany.
  • Hough, M. (1984). Motivation of adults: implications of adult learning theories for distance education. Distance Education, 5(1), 7-23.
  • Holt, D. M., & Thompson, D. J. (1998). Managing information technology in open and distance higher education. Distance Education, 19(2), 197-227.
  • Jegede, O. J., & Kirkwood, J. (1994). Students' anxiety in learning through distance education. Distance Education, 15(2), 279-290.
  • Johnston, J., Killion, J., & Oomen, J. (2005). Student satisfaction in the virtual classroom. Internet Journal of AlliedHealth Sciences and Practice, 3(2), 6.
  • Isman, A. (1996). Living in the information age: global distance education. ED- Education at a Distance Journal. 10(8), 1-20.
  • Kuo, Y.-C., Walker, A. E., Belland, B. R., & Schroder, K. E. E. (2013). A predictive study of student satisfaction in online education programs. The International Review of Research in Open and Distributed Learning. 14(1),16–39.
  • Kumar, A. (1999). Learner characteristics and success in Indian distance education. Open Learning: The Journalzof Open, Distance and e-Learning, 14(3), 52-58.
  • Landrum, B., Bannister, J., Garza, G., & Rhame, S. (2021). A class of one: students’ satisfaction with online learning. Journal of Education for Business, 96(2), 82-88.
  • Li, K. (2019). MOOC learners’ demographics, self-regulated learning strategy, perceived learning and satisfaction: A structural equation modeling approach. Computers & Education, 132, 16-30.
  • Li, W., Gillies, R., He, M., Wu, C., Liu, S., Gong, Z., & Sun, H. (2021). Barriers and facilitators to online medical and nursing education during the Covid-19 pandemic: Perspectives from international students from low-and middle-income countries and their teaching staff. Human Resources for Health, 19(1), 1-14.
  • Markova, T., Glazkova, I., & Zaborova, E. (2017). Quality issues of online distance learning. Procedia- Social and Behavioral Sciences, 237, 685-691.
  • Maddala, G. S. (1983). Limited-dependent and Qualitative Variables in Econometrics, Cambridge: Cambridge University Press.
  • McGann, K. C., Melnyk, R., Saba, P., Joseph, J., Glocker, R. J., & Ghazi, A. (2021). Implementation of an e- learning academic elective for hands-on basic surgical skills to supplement medical school surgical education. Journal of Surgical Education, 78(4), 1164-1174.
  • Menchaca, M. P., & Bekele, T. A. (2008). Learner and Instructor Identified Success Factors in Distance Education. Distance Education, 29(3), 231-252.
  • Muthuprasad, T., Aiswarya, S., Aditya, K. S., & Jha, G. K. (2021). Students’ Perception and Preference for Online Education in India During COVID-19 Pandemic. Social Sciences & Humanities Open, 3(1), 100101.
  • Moore, M. G. 1989. “Effects of distance learning: A summary of the literature (Paper for the Congress of the United States, Office of Technology Assessment,” GPO Item 1070-M). Washington, DC: US Government Printing Office.
  • Möhring, K., Naumann, E., Reifenscheid, M., Wenz, A., Rettig, T., Krieger, U., ... & Blom, A. G. (2021). The Covid-19 pandemic and subjective well-being: longitudinal evidence on satisfaction with work and family. European Societies, 23(sup1), S601-S617.
  • Neroni, J., Meijs, C., Gijselaers, H. J., Kirschner, P. A., & de Groot, R. H. (2019). Learning strategies and academic performance in distance education. Learning and Individual Differences, 73, 1-7.
  • OECD. (2018). Education spending. OECD Report on the education spending. Organisation for Economic Cooperation and Development. Retrieved January 14, 2021, from https://data.oecd.org/eduresource/education-spending.htm
  • Pal, D., & Vanijja, V. (2020). Perceived usability evaluation of microsoft teams as an online learning platform during Covid-19 using system usability scale and technology acceptance model in India. Children and Youth Services Review, 119, 105535.
  • Radford, A. W. (2011). Learning at a distance: Undergraduate enrollment in distance education courses and degree programs. Stats in Brief. NCES 2012-154. National Center for Education Statistics. Retrieved September 29, 2021, from http://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=2012154
  • Romiszowski, A. J. (2004). How's the e-learning baby? Factors leading to success or failure of an educational technology innovation. Educational Technology, 44(1), 5-27.
  • Salakhova, E., Shamsitdinova, M., & Shakhakimova, M. (2020). the impact of information technologies on distance education during pandemic in the republic of Uzbekistan. PalArch's Journal of Archaeology of Egypt/Egyptology, 17(6), 8962-8967.
  • Seaman, J. E., Allen, I. E., & Seaman, J. (2018). grade increase: tracking distance education in the united states. Babson Survey Research Group.
  • Simonson, M., Schlosser, C., & Hanson, D. (1999). Theory and Distance Education: A new discussion. American Journal of Distance Education, 13(1), 60-75.
  • Simonson, M., Zvacek, S. M., & Smaldino, S. (2019). Teaching and learning at a distance: foundations of distance education, 7th Edition, Information Age Publishing: Charlotte, Nort Carolina.
  • Sinha, E., & Bagarukayo, K. (2019). Online Education in Emerging Knowledge Economies: Exploring factors of motivation, de-motivation and potential facilitators; and studying the effects of demographic variables. International Journal of Education and Development using Information and Communication Technology, 15(2), 5-30.
  • Slof, B., van Leeuwen, A., Janssen, J., & Kirschner, P. A. (2021). Mine, ours, and yours: Whose engagement and prior knowledge affects individual achievement from online collaborative learning?. Journal of Computer Assisted Learning, 37(1), 39-50.
  • Stradiotová, E., Nemethova, I., & Stefancik, R. (2021). Comparison of on-site testing with online testing during the Covid-19 pandemic. Advanced Education, 73-83.
  • Süğümlü, Ü. (2021). A case study on teaching Turkish through distance education. International Journal of Psychology and Educational Studies, 8(1), 174-190.
  • Taylor, D., Grant, J., Hamdy, H., Grant, L., Marei, H., & Venkatramana, M. (2020). Transformation to learning from a distance. MedEdPublish, 9 (1), 1-12.
  • The World Bank, (2020). Education spending. World Bank on the education spending. Retrieved March 12, 2021, from https://databank.worldbank.org/source/education-statistics-%5e-all-indicators Tsai, C. L., Ku, H. Y., & Campbell, A. (2021). Impacts of course activities on student perceptions of engagement and learning online. Distance Education, 42(1), 106-125.
  • Tüzün, F., & Toraman, N. Y. (2021). Pandemi döneminde uzaktan eğitim memnuniyetini etkileyen faktörler. Ömer Halisdemir Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 14(3), 822-845.
  • Upadhayaya, P. R., Sharma, B., Gnawali, Y. P., & Belbase, S. (2021). Factors influencing graduate students’perception of online and distance learning in Nepal. Turkish Online Journal of Distance Education, 22(3), 236-269.
  • Yuliansyah, A., & Ayu, M. (2021). The Implementation of Project-Based Assignment in Online Learning during Covid-19. Journal of English Language Teaching and Learning, 2(1), 32-38. Retrieved September 24, 2021, from http://jim.teknokrat.ac.id/index.php/english-language-teaching/index
  • Wang, J., Yang, Y., Li, H., & van Aalst, J. (2021). Continuing to teach in a time of crisis: the chinese rural educational system’s response and student satisfaction and social and cognitive presence. British Journal of Educational Technology.
Toplam 72 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Yükseköğretim Çalışmaları (Diğer), Eğitim Üzerine Çalışmalar
Bölüm Ampirik Araştırma
Yazarlar

Hakan Eygü 0000-0002-4104-2368

Erken Görünüm Tarihi 26 Nisan 2024
Yayımlanma Tarihi 30 Nisan 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 14 Sayı: 1

Kaynak Göster

APA Eygü, H. (2024). Distance Education Satisfaction in Higher Education Students During COVID-19 Pandemic: A Survey. Yükseköğretim Dergisi, 14(1), 1-16. https://doi.org/10.53478/yuksekogretim.1167469

Yükseköğretim Dergisi, bünyesinde yayınlanan yazıların fikirlerine resmen katılmaz, basılı ve çevrimiçi sürümlerinde yayınladığı hiçbir ürün veya servis reklamı için güvence vermez. Yayınlanan yazıların bilimsel ve yasal sorumlulukları yazarlarına aittir. Yazılarla birlikte gönderilen resim, şekil, tablo vb. unsurların özgün olması ya da daha önce yayınlanmış iseler derginin hem basılı hem de elektronik sürümünde yayınlanabilmesi için telif hakkı sahibinin yazılı onayının bulunması gerekir. Yazarlar yazılarının bütün yayın haklarını derginin yayıncısı Türkiye Bilimler Akademisi'ne (TÜBA) devrettiklerini kabul ederler. Yayınlanan içeriğin (yazı ve görsel unsurlar) telif hakları dergiye ait olur. Dergide yayınlanması uygun görülen yazılar için telif ya da başka adlar altında hiçbir ücret ödenmez ve baskı masrafı alınmaz; ancak ayrı baskı talepleri ücret karşılığı yerine getirilir.

TÜBA, yazarlardan devraldığı ve derginin çevrimiçi (online) sürümünde yayımladığı içerikle ilgili telif haklarından, bilimsel içeriğe evrensel açık erişimin (open access) desteklenmesi ve geliştirilmesine katkıda bulunmak amacıyla, bilinen standartlarda kaynak olarak gösterilmesi koşuluyla, ticari kullanım amacı ve içerik değişikliği dışında kalan tüm kullanım (çevrimiçi bağlantı verme, kopyalama, baskı alma, herhangi bir fiziksel ortamda çoğaltma ve dağıtma vb.) haklarını (ilgili içerikte tersi belirtilmediği sürece) Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported (CC BY-NC-ND4.0) Lisansı aracılığıyla bedelsiz kullanıma sunmaktadır. İçeriğin ticari amaçlı kullanımı için TÜBA'dan yazılı izin alınması gereklidir.