INVESTIGATION OF THE RELATIONSHIP BETWEEN E-LEARNING STYLES AND ACADEMIC PERFORMANCE AND PERCEIVED LEARNING LEVELS IN PHYSIOTHERAPY AND REHABILITATION EDUCATION
Öz
Purpose: In our research, we aimed to investigate the dominant learning styles of students in physiotherapy and rehabilitation education conducted with distance education, to compare learning styles with academic performance and perceived learning levels.
Methods: The data of our study were collected online during the spring semester final exams week of the 2020-2021 academic year. 352 students in the physical therapy and rehabilitation department of Kırşehir Ahi Evran University were reached online. E-Learning Styles Scale for Electronic Media, Perceived Learning Level Scale and demographic information form were used in our research. In order to evaluate academic performance, weighted semester grade point average information was obtained.
Results: 300 students who completed the online questionnaire and met the study criteria were included in our study. 75% of the included students are female and 25% are male. It was found that the majority of the students used the logical learning style (35.7%). Academic performance 78.30 ± 19.20; the perceived learning level was found to be 42.08 ± 7.96. There was no relationship between active learning and intuitive learning styles with academic performance and perceived learning levels (p>0.05), but a positive relationship was found with other learning styles. It was observed that the perceived psychomotor learning levels of the students using social learning and independent learning styles were significantly higher than the students using the audio-visual learning style (p=0.02).
Conclusion: Although physiotherapy students commonly prefer logical learning styles during the distance education period, it has been observed that students who prefer audio-visual and verbal learning styles have higher academic performance. Although it was observed that the academic performance levels of the students using the audio-visual learning style were higher, the perception of psychomotor learning was found to be low when compared with the students using the social and independent learning style. Psychomotor learning has an important place in physiotherapy education. Problems experienced in psychomotor learning may cause problems in the realization of practices in the physiotherapist profession.
Anahtar Kelimeler
Academic Success Perceived Learning Learning Distance Education
Proje Numarası
Yok.
Kaynakça
- 1. Hatami S. Learning styles. Elt Journal. 2013;67(4):488-90.
- 2. Lodge JM, Hansen L, Cottrell D. Modality preference and learning style theories: rethinking the role of sensory modality in learning. Learning: Research and Practice. 2016;2(1):4-17.
- 3. Kolb DA. Experiential learning: Experience as the source of learning and development: FT press; 2014.
- 4. Wright GB. Student-centered learning in higher education. International Journal of Teaching and Learning in Higher Education. 2011;23(1):92-7.
- 5. Jegatha Deborah, L., Baskaran, R., & Kannan, A. Learning styles assessment and theoretical origin in an E-learning scenario: a survey. Artificial Intelligence Review. 2014;42(4), 801-819.
- 6. Clark RC, Mayer RE. E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning: John Wiley & Sons; 2016.
- 7. Ceylan İ, Peker T, Coşkun N, Ömeroğlu S, Poyraz A. Uterus and myoma histomorphology. Clinical and Experimental Obstetrics and Gynecology. 2017;44(5):7100-715
- 8. Alqurashi E. Predicting student satisfaction and perceived learning within online learning environments. Distance Education. 2019;40(1):133-48.
- 9. Gray JA, DiLoreto M. The effects of student engagement, student satisfaction, and perceived learning in online learning environments. International Journal of Educational Leadership Preparation. 2016;11(1):n1.
- 10. Al-Fraihat D, Joy M, Sinclair J. Evaluating E-learning systems success: An empirical study. Computers in Human Behavior. 2020;102:67-86.
- 11. Gülbahar Y, Alper A. Elektronik ortamlar için e-öğrenme stilleri ölçeğinin geliştirilmesi. Eğitim ve Bilim. 2014;39(171).
- 12. Albayrak E, Güngören ÖC, Horzum MB. Algılanan öğrenme ölçeğinin Türkçeye uyarlaması. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi. 2014;33(1):1-14.
- 13. Streiner D, Norman GR, Cairney J. Health measurement scales: a practical guide to their development and use. Australian and New Zealand Journal of Public Health. 2016.
- 14. İlçin N, Tomruk M, Yeşilyaprak SS, Karadibak D, Savcı S. The relationship between learning styles and academic performance in TURKISH physiotherapy students. BMC Medical Education. 2018;18(1):1-8.
- 15. Mountford H, Jones S, Tucker B. Learning styles of entry-level physiotherapy students. Advances in Physiotherapy. 2006;8(3):128-36.
- 16. Brown T, Cosgriff T, French G. Learning style preferences of occupational therapy, physiotherapy and speech pathology students: a comparative study. Internet Journal of Allied Health Sciences and Practice. 2008;6(3):7.
- 17. Shah S, Prakash V. Factors influencing academic performance of Indian undergraduate physiotherapy students. Physiotherapy. 2015;101:e1371-e2.
- 18. Kularathne W, Bandara E, Prasanna A. Learning style preferences and academic performance of undergraduate physiotherapy students. 13th International Research Conference 2020:57.
- 19. Baber H. Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID-19. Journal of Education and e-Learning Research. 2020;7(3):285-92.
- 20. Fredericksen E, Swan K, Pelz W, Pickett A, Shea P. Student satisfaction and perceived learning with online courses-principles and examples from the SUNY Learning Network: Alfred P. Sloan Foundation; 1999.
- 21. Rovai AP, Wighting MJ, Baker JD, Grooms LD. Development of an instrument to measure perceived cognitive, affective, and psychomotor learning in traditional and virtual classroom higher education settings. The Internet and Higher Education. 2009;12(1):7-13.
- 22. Lazinski MJ. Psychomotor Skills, Physical Therapy, and a Hybrid Course. Quarterly Review of Distance Education. 2017;18(4):57-69.
- 23. Özüdoğru A, Yinanç SB, Özüdoğru G. COVID-19 Salgını döneminde fizyoterapi ve rehabilitasyon eğitiminde uzaktan eğitim ortamı ile yüz yüze eğitim ortamının karşılaştırılması. Türkiye Klinikleri Sağlık Bilimleri Dergisi. 2021;6(4):4.
FİZYOTERAPİ VE REHABİLİTASYON EĞİTİMİNDE E-ÖĞRENME STİLLERİ İLE AKADEMİK PERFORMANS VE ALGILANAN ÖĞRENME DÜZEYLERİ ARASINDAKİ İLİŞKİNİN İNCELENMESİ
Öz
Amaç: Araştırmamızda uzaktan eğitimle yürütülen fizyoterapi ve rehabilitasyon eğitiminde öğrencilerin baskın öğrenme stillerinin araştırılması, öğrenme stilleri ile akademik performans ve algılanan öğrenme düzeylerinin karşılaştırılmasını amaçlamıştır.
Yöntem: Çalışmamızın verileri 2020-2021 eğitim öğretim yılı bahar dönemi final sınavları haftasında çevrimiçi ortamda toplanmıştır. XXX üniversitesi fizik tedavi ve rehabilitasyon bölümündeki 352 öğrenciye çevrimiçi ortamda ulaşılmıştır. Araştırmamızda demografik bilgiler ve akademik performansı değerlendirmek için ağırlıklı dönemsel not ortalaması bilgisine ek olarak Elektronik Ortamlar için E-Öğrenme Stilleri Ölçeği ve Algılanan Öğrenme Düzeyi Ölçeği ile veriler toplandı.
Sonuçlar: Çalışmamıza çevrimiçi ortamda uygulanan ankete tamamlayan ve çalışma kriterlerine uyan 300 öğrenci dahil edilmiştir. Dahil edilen öğrencilerin %75’i kadın, %25’i erkek öğrencilerden oluşmaktadır. Öğrencilerin çoğunluğunun mantıksal öğrenme stilini (%35,7) kullandığı bulunmuştur. Akademik performans 78,30 ± 19,20; algılanan öğrenme düzeyi ise 42,08 ± 7,96 olarak bulunmuştur. Aktif öğrenme ve sezgisel öğrenme stilleri ile akademik performans ve algılanan öğrenme düzeyleri arasında bir ilişki bulunmamıştır (p>0,05) ancak diğer öğrenme stilleri ile pozitif yönlü ilişki bulunmuştur. Sosyal öğrenme ve bağımsız öğrenme stilini baskın olarak kullanan öğrencilerin algılanan psikomotor öğrenme düzeyleri görsel-işitsel öğrenme stilini kullanan öğrencilere göre anlamlı olarak yüksek olduğu görülmüştür (p=0,02).
Tartışma: Uzaktan eğitim döneminde fizyoterapi öğrencilerinin yaygın olarak mantıksal öğrenme stilini tercih etmelerine rağmen görsel-işitsel ve sözel öğrenme stillerini tercih eden öğrencilerin daha yüksek akademik performans gösterdiği görülmüştür. Akademik açıdan daha başarılı olan görsel-işitsel öğrenme stilinde fizyoterapi eğitiminde önemli yere sahip olan algılanan psikomotor öğrenme puanları ise sosyal ve bağımsız öğrenme stilini tercih eden öğrencilere göre düşük olduğu görülmektedir. Fizyoterapi eğitiminde psikomotor öğrenme önemli bir yere sahiptir. Psikomotor öğrenmede yaşanan problemler fizyoterapistlik mesleğindeki uygulamaların gerçekleştirilmesinde problemlere yol açabilir.
Anahtar Kelimeler
Destekleyen Kurum
Yok.
Proje Numarası
Yok.
Teşekkür
Yok.
Kaynakça
- 1. Hatami S. Learning styles. Elt Journal. 2013;67(4):488-90.
- 2. Lodge JM, Hansen L, Cottrell D. Modality preference and learning style theories: rethinking the role of sensory modality in learning. Learning: Research and Practice. 2016;2(1):4-17.
- 3. Kolb DA. Experiential learning: Experience as the source of learning and development: FT press; 2014.
- 4. Wright GB. Student-centered learning in higher education. International Journal of Teaching and Learning in Higher Education. 2011;23(1):92-7.
- 5. Jegatha Deborah, L., Baskaran, R., & Kannan, A. Learning styles assessment and theoretical origin in an E-learning scenario: a survey. Artificial Intelligence Review. 2014;42(4), 801-819.
- 6. Clark RC, Mayer RE. E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning: John Wiley & Sons; 2016.
- 7. Ceylan İ, Peker T, Coşkun N, Ömeroğlu S, Poyraz A. Uterus and myoma histomorphology. Clinical and Experimental Obstetrics and Gynecology. 2017;44(5):7100-715
- 8. Alqurashi E. Predicting student satisfaction and perceived learning within online learning environments. Distance Education. 2019;40(1):133-48.
- 9. Gray JA, DiLoreto M. The effects of student engagement, student satisfaction, and perceived learning in online learning environments. International Journal of Educational Leadership Preparation. 2016;11(1):n1.
- 10. Al-Fraihat D, Joy M, Sinclair J. Evaluating E-learning systems success: An empirical study. Computers in Human Behavior. 2020;102:67-86.
- 11. Gülbahar Y, Alper A. Elektronik ortamlar için e-öğrenme stilleri ölçeğinin geliştirilmesi. Eğitim ve Bilim. 2014;39(171).
- 12. Albayrak E, Güngören ÖC, Horzum MB. Algılanan öğrenme ölçeğinin Türkçeye uyarlaması. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi. 2014;33(1):1-14.
- 13. Streiner D, Norman GR, Cairney J. Health measurement scales: a practical guide to their development and use. Australian and New Zealand Journal of Public Health. 2016.
- 14. İlçin N, Tomruk M, Yeşilyaprak SS, Karadibak D, Savcı S. The relationship between learning styles and academic performance in TURKISH physiotherapy students. BMC Medical Education. 2018;18(1):1-8.
- 15. Mountford H, Jones S, Tucker B. Learning styles of entry-level physiotherapy students. Advances in Physiotherapy. 2006;8(3):128-36.
- 16. Brown T, Cosgriff T, French G. Learning style preferences of occupational therapy, physiotherapy and speech pathology students: a comparative study. Internet Journal of Allied Health Sciences and Practice. 2008;6(3):7.
- 17. Shah S, Prakash V. Factors influencing academic performance of Indian undergraduate physiotherapy students. Physiotherapy. 2015;101:e1371-e2.
- 18. Kularathne W, Bandara E, Prasanna A. Learning style preferences and academic performance of undergraduate physiotherapy students. 13th International Research Conference 2020:57.
- 19. Baber H. Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID-19. Journal of Education and e-Learning Research. 2020;7(3):285-92.
- 20. Fredericksen E, Swan K, Pelz W, Pickett A, Shea P. Student satisfaction and perceived learning with online courses-principles and examples from the SUNY Learning Network: Alfred P. Sloan Foundation; 1999.
- 21. Rovai AP, Wighting MJ, Baker JD, Grooms LD. Development of an instrument to measure perceived cognitive, affective, and psychomotor learning in traditional and virtual classroom higher education settings. The Internet and Higher Education. 2009;12(1):7-13.
- 22. Lazinski MJ. Psychomotor Skills, Physical Therapy, and a Hybrid Course. Quarterly Review of Distance Education. 2017;18(4):57-69.
- 23. Özüdoğru A, Yinanç SB, Özüdoğru G. COVID-19 Salgını döneminde fizyoterapi ve rehabilitasyon eğitiminde uzaktan eğitim ortamı ile yüz yüze eğitim ortamının karşılaştırılması. Türkiye Klinikleri Sağlık Bilimleri Dergisi. 2021;6(4):4.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Konular | Rehabilitasyon, Sağlık Kurumları Yönetimi |
| Bölüm | Araştırma Makaleleri |
| Yazarlar | |
| Proje Numarası | Yok. |
| Yayımlanma Tarihi | 31 Ağustos 2023 |
| Yayımlandığı Sayı | Yıl 2023 Cilt: 34 Sayı: 2 |