Investigation of the relationship between e-learning readiness levels and self-regulation skills of lecturers

The main aim of this study is to examine the relationship between the e-learning readiness levels and self regulation skill of faculty members working at universities in the Western Black Sea Region in terms of demographic variables (gender, age, academic title, marital status, number of children, foreign language level, weekly course load, MOOC participation). This research was carried out using the relational scanning model, one of the quantitative research types. In the research the convenient sampling was used. Two hundred and fifty three lectures participated voluntarily in the research. The research datum were obtained from academic staff e-learning readiness scale (ASELRS) and self regulation scale (SRS). For data analysis SPSS 22.0 data analysis program was used. In order to determine whether lecturer ASELRS levels and SRS skills differ significantly according to variables of gender, age, academic title, marital status, number of children, foreign language level, weekly course load, MOOC participation. T-test for independent groups in bivariate data and one way variance analysis (ANOVA) for the data having more than more variable. After one way variance analysis, Scheffe test, one of the post-hoc tests, was used to determine the significant differences between the two groups. Correlation and regression techniques were used to examine the relationship between variables. According to the findings, a positive but low-level significant relationship wa found between the levels of ASELRS and SRS skills of the lecturers who participated and did not participate in the MOOC. A significant positive but low-level correlation was found between ASELRS levels and SRS skills of lecturers who did not participate in MOOCs. It is found that while variables, gender, age, number of children, academic title, number of children, weekly course load, MOOC participation have no effect on ASELRS levels and SRS skills, marital status and foreign language reading level are effective variables on SRS skills, foreign language comprehension, foreign language speaking and foreign language writing levels are effective variables on ASELRS levels. In addition as a result of the research the MOOC participation variable showed the most quantity of contrubition to the e-learning readiness in terms of the demographic variables of the academic staff. The variable of foreign language level contributed the most SRS skills but no significant difference was found between them. Considering the pandemic process that has been experienced since the first months of 2020, e-learning platforms have played a very important role in the ability of individuals to continue lifelong learning activities and to protect their mental health. Lifelong learning is a lifelong process not only for those who receive formal education but also for every individual who are open to learning. MOOCs are e-learning environments that provide courses in various fields to meet the learning needs of individuals and are becoming widespread day by day. Limited use of the new academic studies was carried out on MOOCs of which use is newly widespread in Turkey. It is thought that this study aiming to examine the relationship between e-learning readiness level and selfregulation skills of lecturers, will shed light on future studies in this area.