Akademik Veri Yönetim Sistemi
EDUCCON, Kahramanmaraş, Türkiye, 24 - 25 Mart 2022, ss.104-105
In this study, distance education students' self-efficacy perceptions towards online
technologies and their satisfaction levels towards distance education were examined in
terms of various variables. The participants of the study are 229 students. These students
are enrolled in 12 different distance education programs at a state university. In the
research four data collection tools were used. There were "Personal Information Form",
which contains the introductory information of the students, "LMS System Logs",
"Distance Education Students' Satisfaction Perception Questionnaire" and "The SelfEfficacy Perception Scale for Online Technologies". In the study, the mean score of the
distance education students' perception of self-efficacy towards online technologies was
determined as x ̅=3.13±3.00, the mean score of perception of satisfaction x ̅=2.92±2.88.
As a result of the analysis of the data, the students' self-efficacy perceptions towards
online technologies; It has been determined that there is a statistically significant
difference according to gender, department, computer access status, internet access status
and participation in the online environment. In addition, a statistically significant
difference was found between the department, age, computer access status, internet
access status, participation in the online environment and satisfaction level of the
students. It was found that there was a low level of positive correlation between the
students' self-efficacy perceptions towards online technologies and their satisfaction
perception scores (r=0.42, p<0.000). In the context of the findings, it shows that students'
department, computer and internet access opportunities play a critical role in increasing
the perception of self-efficacy towards online technologies and satisfaction in distance
education in distance education.