The effect of online learning readiness and self-directed learning with technology on achievement, performance and perceived learning

This study aims to examine the effect of online learning readiness and self-directed learning with technology on achievement, performance, and perceived learning among different online learning models. In the study, it was worked with two experimental groups and a quasi-experimental design was used since the experimental groups were randomly assigned to the two groups that already existed. While hybrid (synchronous and asynchronous) online applications were applied in the first experimental group, asynchronous online applications were applied in the second experimental group. The independent variables of the research are the online learning methods being used, online learning readiness and self-directed learning with technology. While the online learning methods being used variable was considered as the manipulated independent variable, online learning readiness and self-directed learning with technology was considered as the selected independent variables. The dependent variables of the research are achievement, performance and perceived learning. In this study, measurements were made before and after the experimental process. The participants of this study consists of 73 students of Sakarya University Faculty of Education from the academic year 2019-2020 fall and spring term, who were 2nd grade students, studying Open and Distance Learning. Personal Information Form, Online Learning Readiness Scale, Self-directed Learning with Technology Scale, Achievement Tests, Performance Assessment Tool and Perceived Learning Scale were used as data collection tools. While gathering the data, the willingness of the participants was taken into consideration. Before analyzing the data, the assumptions were controlled and SPSS 24.0 program was used for the data analysis. The data obtained from the study were analyzed by using descriptive statistics, Independent Samples T-test, Pearson Correlation Analysis, and Hierarchical Regression Analysis. In this study, first of all, the difference between achievement, performance, and perceived learning was examined depending on the different online learning methods being used. According to the study results, it was concluded that there is a significant difference between the online learning methods being used (synchronous and asynchronous) and the achievement and that students' achievement grades were higher in asynchronous online learning method. While examining the performance score according to the online learning methods being used (synchronous and asynchronous), it was found out that there were significant differences and that students' performance score were higher in asynchronous online learning method. It was concluded that there were no significant differences in terms of perceived learning depending on the different online learning methods being used (hybrid and asynchronous). In this study, hierarchical regression analyzes were used to examine the effect of the online learning methods being used (hybrid and asynchronous), online learning readiness and self-directed learning with technology on achievement, performance, and perceived learning. As the result of the study, it was seen that the online learning methods being used was able to predict the academic achievement, while online learning readiness and self-directed learning with technology did not significantly predict the academic achievement. When it comes to the performance variable, it was found out that the online learning methods being used and self-directed learning with technology predicted academic performance, whereas online learning readiness did not significantly predict it. Lastly, it was concluded that the online learning methods being used in this study and the variable of self-directed learning with technology did not significantly predict perceived learning, while online learning readiness succeeded predicting perceived learning.