Investigation of the relationship between readiness and perceived barriers for online learning (SakaryaUniversity pedagogical formation sample)

The aim of this study is to determine whether the barriers that online learners perceive are predicted by variables such as readiness for online learning, gender, student non-employment, and whether they have previously taken a course similar to online learning. For this purpose, a correlational model of quantitative research methods was used in the research. The study universe consists 1300 students taking the first semester of the Pedagogical Formation Education at Sakarya University Faculty of Education in the spring semester of the 2015-2016 academic year. The ratio of the sample to the universe was selected as 45%. Therefore, a total of 585 students were planned to be reached, but a total of 552 students were sampled. The convenient sampling method was used in the selection of the sample. As data collection tools, three tools were used including a scale of barriers experienced by students in online learning, a scale of readiness for online learning, and a questionnaire for demographic information. Following the permission of the Sakarya University Pedagogical Formation Coordinator, the scales were applied to the sampled students. The survey process was completely voluntary, and no information on the identity of the participants was gathered. Correlation and linear regression analysis were performed in the analysis of the data. SPSS 21 package program was used for analyses. As a result of the survey, readiness for online learning, and gender were found to be significant variables in the perceived barriers to online learning. In this regard, the importance of improving readiness in reducing perceived barriers to online learning has been identified. It has also been found that women are disadvantaged in terms of perceived barrier to online learning. However, regarding perceived barriers to learning online, it has become clear that social interaction and managerial / tutorial issues are perceived as barriers more. As a result of the research, it was found that as aspects of the perceived barriers to online learning, manager/tutorial issues and perceived barriers to social interaction are high. In line with this finding, the use of individual chat, forum, social network applications, or mixed learning applications added to the system or mixed learning applications can be suggested while designing online learning applications and systems to be used with the purpose of social interaction, academic and technical support. Students who participated in the survey were found to have mid readiness for online learning. In this regard, orientation sessions can be advised to be held in a way to increase the level of students' readiness before starting online learning.