Evaluation of foreign language distance education curriculum via context, input, process and product (CIPP) model

This study was carried out to evaluate the foreign language distance education curriculum in a state university, which is located in Black Sea Region of Turkey, by using the opinions of students. Context, Input, Process and Production (CIPP) evaluation model was used in this study.Descriptive survey model, one of the quantitative research models, was used in this study and sample of the study is composed of 715 freshman students who are enrolled in the faculties and colleges of university and took the Foreign Language I course in 2015-2016 school year. 5 Likert scale was developed by the researchers to collect data. The scale, which has 36 items, was conducted by the researchers and the collected data was analyzed by SPSS 20 program. As a result of the study, it was found out that students have medium level satisfaction about curriculum. Also, students have medium level satisfaction about all components of curriculum. The component which has the highest satisfaction level is process component of curriculum. After curriculum, input has the second highest and context has the third highest satisfaction level. Product has the least satisfaction level. Opinions of the students about curriculum don't differ significantly according to their sex, age, whether they took preparatory class before their departments or not and whether they have free internet access or not. However, opinions of the students differ significantly according to the faculties or colleges which they are enrolled. The students who are enrolled in the secondary education and who have personal computer have more positive opinions about the curriculum than the students who are enrolled in the daytime education and who don't have personal computer. Also the students who have taken distance education before are more satisfied than the students who have not. Besides, the students who spend more than 12 and 3-5 hours on the internet in a day have more positive opinions about curriculum than the students who spend 0-2 hours on the internet. The students whose final grades are more than 73 have more satisfaction level than the students whose final grades are less than 57.