The Effect of Online Learning Format, Online Learning Readiness and Self-directed Learning with Technology on Achievement and Perceived Learning

Abstract

This study aims to examine the effects of different online learning formats on academic achievement and perceived learning. Another aim of the study is to examine the effects of online learning formats, online learning readiness and self-directed learning with technology on achievement and perceived learning. In the study, a quasi-experimental design was used. Two groups were involved in the study. While hybrid (synchronous and asynchronous) online applications were applied in the first experimental group, asynchronous online applications were applied in the second experimental group. The participants of this study are 73 students who are enrolled in the “Open and Distance Learning” course, which is one of the common elective courses of the faculty of education. To analyze the data, independent sample t-tests, Pearson correlation analysis, and hierarchical regression analysis were used. According to the results of the study, it was concluded that there was a significant difference in achievement according to the online learning format used and that the achievement scores of the students were higher in the asynchronous online learning format. When the perceived learning of the students was analyzed according to the online learning format used in the study, it was concluded that there was no significant difference. As a result of the hierarchical regression analysis, it was seen that the online learning format used in the study (hybrid or asynchronous) was a predictor of academic achievement. Finally, it was concluded that the online learning method and self-directed learning with technology variables did not significantly predict perceived learning, but online learning readiness was a significant predictor of perceived learning.