Akademik Veri Yönetim Sistemi
HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, cilt.32, sa.4, ss.896-915, 2017 (ESCI)
E-learning readiness is one of the most important variables in e-learning because e-learning readiness directly affects the success of e-learning initiatives. Therefore, more studies about e-learning readiness are needed to make teacher training undergraduate programs readier for e-learning. In this study, in this respect, the correlations of the components of e-learning readiness construct with each other were investigated. Besides, senior and freshman students of faculty of education were compared in terms of their e-learning readiness levels. Finally, how the divisions of faculty of education clustered according to pre-service teachers' e-learning readiness levels was investigated. A total of 1802 undergraduate students enrolled in any division of Faculty of Education of Hacettepe University participated in the study. The scale used in the study consisted of 33 items and 6 factors, which were computer self-efficacy, internet self-efficacy, online communication self-efficacy, self-directed learning, learner control and motivation towards e-learning. Overall Cronbach Alpha reliability coefficient of the scale was calculated as 0.93. In conclusion, it was found the construct of e-learning readiness consisted of two sub-constructs, autonomous learning and technology usage self-efficacy. In addition, it was revealed senior students had higher e-learning readiness levels than freshman students did. Finally, the divisions of Primary Mathematics Education, Mathematics Education, Preschool Education, Psychological Counseling and Guidance, and Primary Education were found to be less ready for e-learning, whereas the divisions of German Language Teaching, Computer Education and Instructional Technology, Science Education, Physics Education, French Language Teaching, English Language Teaching, and Chemistry Education were found to be readier for it.