UNIVERSITY STUDENTS’ EXPERIENCES IN ONLINE LEARNING: THE CASE OF ENGLISH PREPARATORY SCHOOL

2022-3
Alpsoy, Zeynep Eda
This study aims to investigate student experiences, satisfaction, and the relationship between these two dimensions during the online language learning process at a preparatory school. Student experiences are examined with a focus on instructor support, peer relations, technical support and course activities and materials. Additionally, learner characteristics, such as gender, employment status, language level, achievement, prior online learning experiences, issues experienced in online learning and their relation to student satisfaction are investigated. Both quantitative and qualitative data collection instruments were used. A questionnaire developed by the researcher was used in the quantitative data collection stage (n=226). Qualitative data were gathered via interviews conducted individually with 13 students. To analyze the quantitative data, both descriptive and inferential statistics were used. Qualitative data were analyzed via descriptive content analysis. Learners’ perception of the online learning environment factors was found to be positive, yet students’ overall satisfaction with the fully online language learning process was comparatively lower. Correlation analyses showed that there was a significant relationship between learners’ view of the learning environment and student satisfaction. Having previous online learning experience and experiencing access problems were found to be significantly related to learner satisfaction. Positive aspects of learning online included not spending time on transportation, studying at the comfort of home and having access to a wealth of online materials while loss of motivation and concentration, lack of social connection to peers and instructors and having too much homework were found to be the negative aspects.

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Citation Formats
Z. E. Alpsoy, “UNIVERSITY STUDENTS’ EXPERIENCES IN ONLINE LEARNING: THE CASE OF ENGLISH PREPARATORY SCHOOL,” M.S. - Master of Science, Middle East Technical University, 2022.