Research Article
Investigation of 21st-Century Competencies and E-Learning Readiness of Higher Education Students on the Verge of Digital Transformation
Abstract
This study aims to determine the 21st-century competencies of higher education students on the verge of digital transformation and their readiness for e-learning and to reveal the relationship between these two variables. Having been carried out by using single and relational screening models, this study was conducted with 2100 students attending higher education and participating in the research voluntarily. E-Learning Readiness Scale consisting of 33 items and 6 factors and 21st-Century Skills Scale consisting of 41 items and 5 factors were used as data collection tools. Kolmogorov-Smirnov, Mann-Whitney U, Games-Howell and Dunnett T3 tests were used for the analysis of data collected online. As a result of the research, it has been concluded that 21st-century competencies of higher education students are at a high level while their level of e-learning readiness is moderate. It has been determined that there are differences in the scores of the scale and its sub-dimensions according to age, gender and internet use status, and there is a statistically significant, positive and weak relationship between 21st-century competencies of students and their level of e-learning readiness.
References
- Arkorful, V., & Abaidoo, N. (2015). The role of e-learning, advantages and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning, 12(1), 29–42.
- Arslan, S., Kutluca, T., & Özpınar, İ. (2011). Investigating mathematics teacher candidates’ opinions about using information & communication technologies. Cypriot Journal of Educational Sciences, 6 (2 ), 75-82.
- Aygün, Ş. S., Atalay, N., Kılıç, Z., & Yaşar, S. (2016). Öğretmen adaylarına yönelik 21. yüzyıl becerileri yeterlilik algıları ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması [The development of a 21st century skills and competences scale directed at teaching candidates: validity and reliability study]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 40, 160-175.
- Bozkurt, Ş.B., & Çakır, H. (2016). Ortaokul öğrencilerinin 21. yüzyıl öğrenme beceri düzeylerinin cinsiyet ve sınıf seviyesine göre incelenmesi [21st Century learner skills: an investigation of middle school students based on grade level and gender]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 39, 69-82.
- Cemaloğlu, N., Arslangilay, A. S., Üstündağ, M. T. & Bilasa, P. (2019). Meslek lisesi öğretmenlerinin 21. yüzyıl becerileri özyeterlik algıları [21st Century skills self-efficacy perceptions of vocational high school teachers]. Kırşehir Eğitim Fakültesi Dergisi, 20(2), 845-874.
- Cevik, M. & Senturk C. (2019). Multidimensional 21th century skills scale: Validity and reliability study. Cypriot Journal of Educational Sciences, 14(1), 11-28.
- Contreras, J., & Hilles, S. (2015). Assessment in e-learning environment readiness of teaching staff, administrators, and students of Faculty of Nursing-Benghazi University. International Journal of the Computer, the Internet and Management, 23(1), 53–58.
- Dede, C. (2010). Comparing frameworks for 21st century skills. In J. Bellance, & R. Brandt (Eds.), 21st century skills: Rethinking how students learn (pp. 51-76). Bloomington, IN: Solution Tree Press.
- Eom, S. B. (2014). Understanding e-learners’ satisfaction with learning management systems. Bulletin of the IEEE Technical Committee on Learning Technology, 16(2/3), 10-13.
- Erdoğan, D., & Eker, C. (2020). Türkçe öğretmen adaylarının 21. yy becerileri ile yaşam boyu öğrenme eğilimleri arasındaki ilişkinin incelenmesi [Investigation of the relationship between teachers' lifelong learning tendencies and 21st century teacher skills]. Karaelmas Eğitim Bilimleri Dergisi, 8 (1), 118-148.
- Fraenkel, J. R., & Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th Ed.). New York: McGraw Hill.
- Gümüşoğlu, E. K. (2017). Yükseköğretimde dijital dönüşüm [Digital transformation in higher education]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 3(4), 30-42.
- Gürültü, E., Aslan, M., & Alcı, B. (2019). Ortaöğretim öğretmenlerinin 21. yüzyıl becerileri kullanım yeterlikleri [Secondary school teachers’ competencies in the use of 21st century skills]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35(4), 780-798.
- Jackson, L. A., Zhao, Y., & Kolenic, I. I. I. A., Fitzgerald, HE, Harold, R., & Von Eye, A.(2008). Race, gender, and information technology use: The new digital divide. CyberPsychology & Behavior, 11(4), 437-442.
- Kotluk, N., & Kocakaya, S. (2015). Digital storytelling for developing 21st century skills: from high school students' point of view]. Eğitim ve Öğretim Araştırmaları Dergisi, 4(2), 354-363.
- Kozikoğlu, İ. & Altunova, N. (2018). Öğretmen adaylarının 21. yüzyıl becerilerine ilişkin öz-yeterlik algılarının yaşam boyu öğrenme eğilimlerini yordama gücü [The predictive power of prospective teachers’ self-efficacy perceptions of 21st century skills for their lifelong learning tendencies]. Journal of Higher Education and Science, 8(3), 522-531. doi: https://doi.org/10.5961/jhes.2018.293
- Mosadegh, H., Kharazi, K., & Bazargan, A. (2011). Conducting feasibility of e-learning in gas companies in Yazd province. Journal of Science and Technology Information, 3, 547–569.
- Naresh, B. & Reddy, B. S. (2015). Challenges and opportunity of e-learning in developed and developing countries: A review. International Journal of Emerging Research in Management & Technology, 4(6), 259–262.
- Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3. Baskı). NY: McGraw-Hill.
- Orban, C. M., Teeling-Smith, R. M., Smith, J. R., & Porter, C. D. (2018). A hybrid approach for using programming exercises in introductory physics. American Journal of Physics, 86(11), 831-838. doi:10.1119/1.5058449
- Özdemir-Özden, D., Karakuş-Tayşi, E., Kılıç-Şahin, H., Demir-Kaya, S., & Bayram, F. Ö. (2018). Öğretmen adaylarının 21. yüzyıl becerilerine yönelik yeterlik algıları: kütahya örneği [Pre-service teachers’ perceived efficacy beliefs towards the 21st century skills: the case of Kütahya]. Electronic Turkish Studies, 13(27), 1163-1184.
- Prensky, M. (2001). "Digital natives, digital ımmigrants part 1", On the Horizon, 9(5), 1-6.
- Rodrigues, H., Almeida, F., Figueiredo, V., & Lopes, S. L. (2019). Tracking e-learning through published papers: A systematic review. Computers & Education, 136, 87-98.
- Saraç, H. & Özarslan, M. (2017). Fen alanı öğretmen adaylarının bilgi ve iletişim teknolojilerine yönelik görüşleri. International e-Journal of Educational Studies (IEJES), 1 (1), 32-46.
- Taşkıran, A. (2017). Dijital çağda yükseköğretim [Higher education in the digital age]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 3(1), 96-109.
- Wang, M., Chen, Y., & Khan, M. J. (2014). Mobile cloud learning for higher education: A case study of Moodle in the cloud. The International Review of Research in Open and Distributed Learning, 15(2), 254–267.
- Wu, J. H., Tennyson, R. D., & Hsia, T. (2010). A study of student satisfaction in a blended e-learning system. Computers & Education, 55(1), 155-164.
- Yenilmez, K., Turgut, M., Anapa, P., & Ersoy, M. (2011). Preservice elementary mathematics teachers' self-efficacy beliefs in educational internet use. Education Sciences, 7(1), 371-379.
- Yılmaz, R., Sezer, B., & Yurdugül, H. (2019). Üniversite öğrencilerinin e-öğrenmeye hazır bulunuşluklarının incelenmesi: Bartın Üniversitesi örneği [Investigation of university students e-learning readiness: example of Bartın University]. Ege Eğitim Dergisi, 20(1), 180-195. Yurdugül, H. & Demir, Ö. (2017). An investigation of pre-service teachers' readiness for e-learning at undergraduate level teacher training programs: the case of Hacettepe University. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32(4), 896-915.
Investigation of 21st-Century Competencies and E-Learning Readiness of Higher Education Students on the Verge of Digital Transformation
Abstract
This study aims to determine the 21st-century competencies of higher education students on the verge of digital transformation and their readiness for e-learning and to reveal the relationship between these two variables. Having been carried out by using single and relational screening models, this study was conducted with 2100 students attending higher education and participating in the research voluntarily. E-Learning Readiness Scale consisting of 33 items and 6 factors and 21st-Century Skills Scale consisting of 41 items and 5 factors were used as data collection tools. Kolmogorov-Smirnov, Mann-Whitney U, Games-Howell and Dunnett T3 tests were used for the analysis of data collected online. As a result of the research, it has been concluded that 21st-century competencies of higher education students are at a high level while their level of e-learning readiness is moderate. It has been determined that there are differences in the scores of the scale and its sub-dimensions according to age, gender and internet use status, and there is a statistically significant, positive and weak relationship between 21st-century competencies of students and their level of e-learning readiness.
References
- Arkorful, V., & Abaidoo, N. (2015). The role of e-learning, advantages and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning, 12(1), 29–42.
- Arslan, S., Kutluca, T., & Özpınar, İ. (2011). Investigating mathematics teacher candidates’ opinions about using information & communication technologies. Cypriot Journal of Educational Sciences, 6 (2 ), 75-82.
- Aygün, Ş. S., Atalay, N., Kılıç, Z., & Yaşar, S. (2016). Öğretmen adaylarına yönelik 21. yüzyıl becerileri yeterlilik algıları ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması [The development of a 21st century skills and competences scale directed at teaching candidates: validity and reliability study]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 40, 160-175.
- Bozkurt, Ş.B., & Çakır, H. (2016). Ortaokul öğrencilerinin 21. yüzyıl öğrenme beceri düzeylerinin cinsiyet ve sınıf seviyesine göre incelenmesi [21st Century learner skills: an investigation of middle school students based on grade level and gender]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 39, 69-82.
- Cemaloğlu, N., Arslangilay, A. S., Üstündağ, M. T. & Bilasa, P. (2019). Meslek lisesi öğretmenlerinin 21. yüzyıl becerileri özyeterlik algıları [21st Century skills self-efficacy perceptions of vocational high school teachers]. Kırşehir Eğitim Fakültesi Dergisi, 20(2), 845-874.
- Cevik, M. & Senturk C. (2019). Multidimensional 21th century skills scale: Validity and reliability study. Cypriot Journal of Educational Sciences, 14(1), 11-28.
- Contreras, J., & Hilles, S. (2015). Assessment in e-learning environment readiness of teaching staff, administrators, and students of Faculty of Nursing-Benghazi University. International Journal of the Computer, the Internet and Management, 23(1), 53–58.
- Dede, C. (2010). Comparing frameworks for 21st century skills. In J. Bellance, & R. Brandt (Eds.), 21st century skills: Rethinking how students learn (pp. 51-76). Bloomington, IN: Solution Tree Press.
- Eom, S. B. (2014). Understanding e-learners’ satisfaction with learning management systems. Bulletin of the IEEE Technical Committee on Learning Technology, 16(2/3), 10-13.
- Erdoğan, D., & Eker, C. (2020). Türkçe öğretmen adaylarının 21. yy becerileri ile yaşam boyu öğrenme eğilimleri arasındaki ilişkinin incelenmesi [Investigation of the relationship between teachers' lifelong learning tendencies and 21st century teacher skills]. Karaelmas Eğitim Bilimleri Dergisi, 8 (1), 118-148.
- Fraenkel, J. R., & Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th Ed.). New York: McGraw Hill.
- Gümüşoğlu, E. K. (2017). Yükseköğretimde dijital dönüşüm [Digital transformation in higher education]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 3(4), 30-42.
- Gürültü, E., Aslan, M., & Alcı, B. (2019). Ortaöğretim öğretmenlerinin 21. yüzyıl becerileri kullanım yeterlikleri [Secondary school teachers’ competencies in the use of 21st century skills]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35(4), 780-798.
- Jackson, L. A., Zhao, Y., & Kolenic, I. I. I. A., Fitzgerald, HE, Harold, R., & Von Eye, A.(2008). Race, gender, and information technology use: The new digital divide. CyberPsychology & Behavior, 11(4), 437-442.
- Kotluk, N., & Kocakaya, S. (2015). Digital storytelling for developing 21st century skills: from high school students' point of view]. Eğitim ve Öğretim Araştırmaları Dergisi, 4(2), 354-363.
- Kozikoğlu, İ. & Altunova, N. (2018). Öğretmen adaylarının 21. yüzyıl becerilerine ilişkin öz-yeterlik algılarının yaşam boyu öğrenme eğilimlerini yordama gücü [The predictive power of prospective teachers’ self-efficacy perceptions of 21st century skills for their lifelong learning tendencies]. Journal of Higher Education and Science, 8(3), 522-531. doi: https://doi.org/10.5961/jhes.2018.293
- Mosadegh, H., Kharazi, K., & Bazargan, A. (2011). Conducting feasibility of e-learning in gas companies in Yazd province. Journal of Science and Technology Information, 3, 547–569.
- Naresh, B. & Reddy, B. S. (2015). Challenges and opportunity of e-learning in developed and developing countries: A review. International Journal of Emerging Research in Management & Technology, 4(6), 259–262.
- Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3. Baskı). NY: McGraw-Hill.
- Orban, C. M., Teeling-Smith, R. M., Smith, J. R., & Porter, C. D. (2018). A hybrid approach for using programming exercises in introductory physics. American Journal of Physics, 86(11), 831-838. doi:10.1119/1.5058449
- Özdemir-Özden, D., Karakuş-Tayşi, E., Kılıç-Şahin, H., Demir-Kaya, S., & Bayram, F. Ö. (2018). Öğretmen adaylarının 21. yüzyıl becerilerine yönelik yeterlik algıları: kütahya örneği [Pre-service teachers’ perceived efficacy beliefs towards the 21st century skills: the case of Kütahya]. Electronic Turkish Studies, 13(27), 1163-1184.
- Prensky, M. (2001). "Digital natives, digital ımmigrants part 1", On the Horizon, 9(5), 1-6.
- Rodrigues, H., Almeida, F., Figueiredo, V., & Lopes, S. L. (2019). Tracking e-learning through published papers: A systematic review. Computers & Education, 136, 87-98.
- Saraç, H. & Özarslan, M. (2017). Fen alanı öğretmen adaylarının bilgi ve iletişim teknolojilerine yönelik görüşleri. International e-Journal of Educational Studies (IEJES), 1 (1), 32-46.
- Taşkıran, A. (2017). Dijital çağda yükseköğretim [Higher education in the digital age]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 3(1), 96-109.
- Wang, M., Chen, Y., & Khan, M. J. (2014). Mobile cloud learning for higher education: A case study of Moodle in the cloud. The International Review of Research in Open and Distributed Learning, 15(2), 254–267.
- Wu, J. H., Tennyson, R. D., & Hsia, T. (2010). A study of student satisfaction in a blended e-learning system. Computers & Education, 55(1), 155-164.
- Yenilmez, K., Turgut, M., Anapa, P., & Ersoy, M. (2011). Preservice elementary mathematics teachers' self-efficacy beliefs in educational internet use. Education Sciences, 7(1), 371-379.
- Yılmaz, R., Sezer, B., & Yurdugül, H. (2019). Üniversite öğrencilerinin e-öğrenmeye hazır bulunuşluklarının incelenmesi: Bartın Üniversitesi örneği [Investigation of university students e-learning readiness: example of Bartın University]. Ege Eğitim Dergisi, 20(1), 180-195. Yurdugül, H. & Demir, Ö. (2017). An investigation of pre-service teachers' readiness for e-learning at undergraduate level teacher training programs: the case of Hacettepe University. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32(4), 896-915.
There are 29 citations in total.
Details
| Primary Language | English |
|---|---|
| Subjects | Other Fields of Education |
| Journal Section | Research Article |
| Authors | |
| Publication Date | April 27, 2021 |
| Submission Date | December 4, 2020 |
| Acceptance Date | March 3, 2021 |
| Published in Issue | Year 2021 Volume: 9 Issue: 17 |
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