Logistic Regression Approach in Classifying the Effectiveness of Online Education

Elif Bengi Ünsal Özberk; Alper Yetkiner

Araştırma Makalesi

Yıl 2021, Cilt: 8 Sayı: Özel Sayı, 21 - 31, 29.09.2021

Elif Bengi Ünsal Özberk Alper Yetkiner

Öz

Kaynakça

Adnan, M. & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: Students ’perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45-51. https://doi.org/10.33902/jpsp.2020261309
Allison, P. D. (2001). Logistic regression using the SAS system: Theory and Application. SAS Institute Inc.
Aujeco, E. M., French, J. F., Ugalde Araya, M. P. & Zafar, B. (2020). The impact of Covid-19 on student experiences and expectations: Evidence from a survey. Retrieved February 7, 2021, from https://doi.org/10.3386/w27392
Bolliger, D. U., & Inan, F. A. (2012). Development and validation of the Online Student Connectedness Survey (OSCS). The International Review of Research in Open and Distributed Learning, 13(3), 41-65.
Bozkurt, A. & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to Corona Virus pandemic. Asian Journal of Distance Education, 15(1), I-VI. https://doi.org/10.5281/zenodo.3778083
Brownlee, M. I. (2020). Online student engagement: Bridging gaps in the midst of COVID-19. Retrieved January 01, 2021, from https://www.naspa.org/blog/online-student-engagement-bridging-gaps-in-the-midst-of-covid-19
Büyüköztürk, Ş., Kılıç-Çakmak E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2008). Bilimsel araştirma yöntemleri (2. baskı). Pegem.
Chung, E., Subramaniam, G. & Christ Dass, L. (2020). Online learning readiness among university students in Malaysia Amidst Covid-19. Asian Journal of University Education, 16(2), 45-58. https://doi.org/10.24191/ajue.v16i2.10294
Chyung, S. Y. (2007). Age and gender differences in online behavior, self-efficacy, and academic performance. Quarterly Review of Distance Education, 8(3), 213-222. https://doi.org/10.2190/ET.41.3.e
Cronhjort, M., Filipsson, L. & Weurlander, M. (2018). Improved engagement and learning in flipped-classroom calculus. Teaching Mathematics and Its Applications, 37, 113-121. https://doi.org/10.1093/teamat/hrx007
Di Pietro, G., Biagi, F., Costa, P., Karpinski, Z. & Mazza, J. (2020). The likely impact of COVID-19 on education: Reflections based on the existing literature and recent international datasets, EUR 30275 EN, Publications Office of the European Union, Luxembourg. https://doi.org/10.2760/126686
Dikbaş Torun, E. (2020). Online distance learning in higher education: E-learning readiness as a predictor of academic achievement. International Council For Open And Distance Education, 12(2), 191-208. https://doi.org/10.5944/openpraxis.12.2.1092
Ergün, E. & Koçak Usluel, Y. (2015). Çevrimiçi öğrenme ortamlarında öğrenci bağlılık ölçeği’nin türkçeye uyarlaması: Geçerlik ve güvenirlik çalışması. Eğitim Teknolojisi Kuram ve Uygulama, 5(1), 20-33. https://doi.org/10.17943/etku.64661
Fleming, N. (2021). After Covid, will digital learning be the new normal? Retrieved January 26, 2021, from https://www.theguardian.com/education/2021/jan/23/after-covid-will-digital-learning-be-the-new-normal
Gaumer Erickson, A. S. & Noonan, P. M. (2010). Late-career adults in online education: A rewarding experience for indivudals aged 50 to 65. Merlot Journal of Online Learning and Teaching, 6(2), 388-397. https://jolt.merlot.org/vol6no2/erickson_0610.pdf
Girik Allo, M. D. (2020). Is the online learning good in the midst of Covid-19 Pandemic? The case of EFL learners. Journal Sinestesia, 10(1), 1-10. https://www.researchgate.net/profile/Markus-Girik-Allo/publication/340815846_Is_the_online_learning_good_in_the_midst_of_Covid-19_Pandemic_The_case_of_EFL_learners/links/5e9f02f1a6fdcca7892c962b/Is-the-online-learning-good-in-the-midst-of-Covid-19-Pandemic-The-case-of-EFL-learners.pdf
Gunn, C.,(2003). Dominant or different? Gender issues in computer supported learning. Journal of Asynchronous Learning Networks, 7(1), 13-30. http://dx.doi.org/10.24059/olj.v7i1.1860
Horzum, M. B., Demir Kaymak, Z. & Güngören, Ö. C. (2015). Structural equation modeling towards online learning readiness, academic motivations, and perceived learning. Educational Sciences: Theory & Practice, 15(3), 759-770. https://doi.org/10.12738/estp.2015.3.2410
Hung, M., Chou, C., Chen, C. Own, Z. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, 55, 1080–1090. https://doi.org/10.1016/j.compedu.2010.05.004
Junco, R. (2011). The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. Computers & Education, 58, 162-171. https://doi.org/10.1016/j.compedu.2011.08.004
Kayaoğlu, M. N. & Dağ Akbaş, R. (2016). Online learning readiness: A case study in the field of english for medical purposes. Participatory Educational Research (PER), Vol:4, 212-220. https://dergipark.org.tr/en/download/article-file/778456
Li, C. & Lalani, F. (2020). The COVID-19 pandemic has changed education forever. This is how. Retrieved January, 26, 2021 from https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/
Margolis, J. & Fisher, A. (2002). Unlocking the clubhouse: Women in computing. (Cambridge: MIT Press).
Mohalik, R. & Suparna Sahoo, S. (2020). E-readiness and perception of student teachers’ towards online learning in the midst of Covid-19 Pandemic. SSRN Electronic Journal. Available at SSRN:https://ssrn.com/abstract=3666914 or http://dx.doi.org/10.2139/ssrn.366914
Nguyen, T. (2015). The Effectiveness of online learning: Beyond no significant difference and future horizons. Merlot Journal of Online Learning and Teaching, 11(2), 309-319. https://jolt.merlot.org/Vol11no2/Nguyen_0615.pdf
Radha, R., Mahalakshmi, K., Sathish Kumar, V., & Saravanakumar, A. R. (2020). E-Learning during lockdown of Covid-19 Pandemic: A Global Perspective. International Journal of Control and Automation, 13(4), 1088-1099. Retrieved February, 7, 2021 from http://sersc.org/journals/index.php/IJCA/article/view/26035
Rivera, M. (2016). Can socioeconomic status impact online learning? Retrieved February 7, 2021, from https://elearningindustry.com/socioeconomic-status-impact-online-learning
Sadera, W. A., Robertson, J., Song, L. & Midon, M. N. (2009). The role of community in online learning success. Merlot Journal of Online Learning and Teaching, 5(2), 277-284. https://jolt.merlot.org/vol5no2/sadera_0609.pdf
Salamat, L., Ahmad, G., Bakht, M. I. & Saifi, I. L. (2018). Effects of e-learning on students’ academic learning at university level. Asian Innovative Journal of Social Sciences & Humanities, 2(2), 1-12.
Singh, S., Rylander, D. H. & Mims, T. C. (2012). Efficiency of online vs. offline learning: A comparison of inputs and outcomes. International Journal of Business, Humanities and Technology, 2(1), 93-98. http://ijbhtnet.com/journals/Vol_2_No_1_January_2012/12.pdf
Tabachnick, B. G., Fidell, L. S. (1996). Using multivariate statistics (3rd ed.). New York, USA: HarperCollins College Publishers
Topal, M. (2020). Oyunlaştırma ile zenginleştirilmiş çevrimiçi öğrenmenin başarı, çevrimiçi bağlılık ve öğrenme motivasyonu üzerindeki etkisi [Yayımlanmamış doktora tezi]. Sakarya Üniversitesi, Sakarya. https://doi.org/10.14527/9786257052016.10
Tsay, C. H., Kofinas, A. & Luo, J. (2018). Enhancing student learning experiences with technology-mediated gamification: An empirical study. Computers & Education, 121, 1-17. https://doi.org/10.1016/j.compedu.2018.01.009
Tuntirojanawong, S. (2013). Studens ’ readiness for e-learning: A case study of Sukhothai Thammathirat Open University, Thailand. Journal of Learning in Higher Education, 9(1), 59-66.
UNICEF. (2020a). Education and COVID-19. Retrieved January, 25, 2021 from https://data.unicef.org/topic/education/covid-19/
UNICEF. (2020b). COVID-19: Socio-Economic Impact in Ghana. Retrieved February, 7, 2021 from https://www.unicef.org/ghana/media/3071/file/COVID-19:%20Socio-conomic%20Impact%20in%20Ghana.pdf
Wagner, S. C., Garippo, S. J. & Lovaas, P. (2011). A Longitudinal comparison of online versus traditional instruction. Merlot Journal of Online Learning and Teaching, 7(1), 68-73. https://jolt.merlot.org/vol7no1/wagner_0311.pdf
Walker, S. L. & Fraser, B. J. (2005). Development and validation of an instrument for assessing distance education learning environments in higher education: The distance learning environments survey (DELES). Learning Environments Research, 8(3), 289-308. https://doi.org/10.1007/s10984-005-1568-3
Wang, Q., Zhu, Z., Chen, L. & Yan, H. (2009). E-learning in China. Campus-Wide Information Systems, 26, 47-61. https://doi.org/10.1108/10650740910946783
WHO. (2020). Coronavirus disease 2019 (COVID-19) Situation Report-94. Retrieved January, 25, 2021 from https://www.who.int/docs/default-source/coronaviruse/situation-reports/20200423-sitrep-94-covid-19.pdf
Wilson, D. & Allen, D. (2011). Success rates of online versus traditional college students. Research in Higher Education Journal, Vol:22, 55-62. https://files.eric.ed.gov/fulltext/EJ1068796.pdf
Yurdugül, H. & Sırakaya, D. A. (2013). Çevrimiçi öğrenme hazır bulunuşluluk ölçeği: geçerlik ve güvenirlik çalışması the scale of online learning readiness: A study of validity and reliability. Education and Science, 38(169), 391-406. http://egitimvebilim.ted.org.tr/index.php/EB/article/view/2420
Zareie, B. & Navimipour, N. J. (2016). The effect of electronic learning systems on the employee’s commitment. The International Journal of Management Education, 14(2), 167-175. https://doi.org/10.1016/j.ijme.2016.04.003

Logistic Regression Approach in Classifying the Effectiveness of Online Education

Yıl 2021, Cilt: 8 Sayı: Özel Sayı, 21 - 31, 29.09.2021

Elif Bengi Ünsal Özberk Alper Yetkiner

Öz

The developments and changes that have accompanied the Covid 19 pandemic have affected the educational world and all sectors. Educational institutions around the world have implemented emergency and online educational practises to ensure continuity of education as opposed to the planned distance education activities that were implemented for continuity of education. Due to the Covid 19 pandemic, face-to-face classes have been held in universities across the world for about a year in many disciplines through various platforms. In this process, determining the effectiveness of distance education practises in universities for students is critical for programmes to achieve their goals. This study aims to highlight the variables and effects that influence university students' decisions regarding the efficiency of online instruction. To this end, 821 university students were surveyed. Their willingness and attachment to online education, socioeconomic level, and gender were tested using logit regression analysis to build a model that predicts university students' decision about the efficiency of online education. Age, gender, high school graduation, willingness to Online Education, and attachment to Online Education are among the variables in the logit regression model that significantly predict university students' decision about whether they consider online education to be efficient or not. When analysing the result of classifying students whether they consider online education efficient or not using the logit regression model, 291 of the 409 students in the group who consider education efficient were classified correctly and 118 of them were classified inaccurately, with the rate of correct classification being 71.1%.

Anahtar Kelimeler

Logistic Regression, Educational Efficiency, Readiness to Online Education, Connectedness in Online Education

Kaynakça

Adnan, M. & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: Students ’perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45-51. https://doi.org/10.33902/jpsp.2020261309
Allison, P. D. (2001). Logistic regression using the SAS system: Theory and Application. SAS Institute Inc.
Aujeco, E. M., French, J. F., Ugalde Araya, M. P. & Zafar, B. (2020). The impact of Covid-19 on student experiences and expectations: Evidence from a survey. Retrieved February 7, 2021, from https://doi.org/10.3386/w27392
Bolliger, D. U., & Inan, F. A. (2012). Development and validation of the Online Student Connectedness Survey (OSCS). The International Review of Research in Open and Distributed Learning, 13(3), 41-65.
Bozkurt, A. & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to Corona Virus pandemic. Asian Journal of Distance Education, 15(1), I-VI. https://doi.org/10.5281/zenodo.3778083
Brownlee, M. I. (2020). Online student engagement: Bridging gaps in the midst of COVID-19. Retrieved January 01, 2021, from https://www.naspa.org/blog/online-student-engagement-bridging-gaps-in-the-midst-of-covid-19
Büyüköztürk, Ş., Kılıç-Çakmak E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2008). Bilimsel araştirma yöntemleri (2. baskı). Pegem.
Chung, E., Subramaniam, G. & Christ Dass, L. (2020). Online learning readiness among university students in Malaysia Amidst Covid-19. Asian Journal of University Education, 16(2), 45-58. https://doi.org/10.24191/ajue.v16i2.10294
Chyung, S. Y. (2007). Age and gender differences in online behavior, self-efficacy, and academic performance. Quarterly Review of Distance Education, 8(3), 213-222. https://doi.org/10.2190/ET.41.3.e
Cronhjort, M., Filipsson, L. & Weurlander, M. (2018). Improved engagement and learning in flipped-classroom calculus. Teaching Mathematics and Its Applications, 37, 113-121. https://doi.org/10.1093/teamat/hrx007
Di Pietro, G., Biagi, F., Costa, P., Karpinski, Z. & Mazza, J. (2020). The likely impact of COVID-19 on education: Reflections based on the existing literature and recent international datasets, EUR 30275 EN, Publications Office of the European Union, Luxembourg. https://doi.org/10.2760/126686
Dikbaş Torun, E. (2020). Online distance learning in higher education: E-learning readiness as a predictor of academic achievement. International Council For Open And Distance Education, 12(2), 191-208. https://doi.org/10.5944/openpraxis.12.2.1092
Ergün, E. & Koçak Usluel, Y. (2015). Çevrimiçi öğrenme ortamlarında öğrenci bağlılık ölçeği’nin türkçeye uyarlaması: Geçerlik ve güvenirlik çalışması. Eğitim Teknolojisi Kuram ve Uygulama, 5(1), 20-33. https://doi.org/10.17943/etku.64661
Fleming, N. (2021). After Covid, will digital learning be the new normal? Retrieved January 26, 2021, from https://www.theguardian.com/education/2021/jan/23/after-covid-will-digital-learning-be-the-new-normal
Gaumer Erickson, A. S. & Noonan, P. M. (2010). Late-career adults in online education: A rewarding experience for indivudals aged 50 to 65. Merlot Journal of Online Learning and Teaching, 6(2), 388-397. https://jolt.merlot.org/vol6no2/erickson_0610.pdf
Girik Allo, M. D. (2020). Is the online learning good in the midst of Covid-19 Pandemic? The case of EFL learners. Journal Sinestesia, 10(1), 1-10. https://www.researchgate.net/profile/Markus-Girik-Allo/publication/340815846_Is_the_online_learning_good_in_the_midst_of_Covid-19_Pandemic_The_case_of_EFL_learners/links/5e9f02f1a6fdcca7892c962b/Is-the-online-learning-good-in-the-midst-of-Covid-19-Pandemic-The-case-of-EFL-learners.pdf
Gunn, C.,(2003). Dominant or different? Gender issues in computer supported learning. Journal of Asynchronous Learning Networks, 7(1), 13-30. http://dx.doi.org/10.24059/olj.v7i1.1860
Horzum, M. B., Demir Kaymak, Z. & Güngören, Ö. C. (2015). Structural equation modeling towards online learning readiness, academic motivations, and perceived learning. Educational Sciences: Theory & Practice, 15(3), 759-770. https://doi.org/10.12738/estp.2015.3.2410
Hung, M., Chou, C., Chen, C. Own, Z. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, 55, 1080–1090. https://doi.org/10.1016/j.compedu.2010.05.004
Junco, R. (2011). The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. Computers & Education, 58, 162-171. https://doi.org/10.1016/j.compedu.2011.08.004
Kayaoğlu, M. N. & Dağ Akbaş, R. (2016). Online learning readiness: A case study in the field of english for medical purposes. Participatory Educational Research (PER), Vol:4, 212-220. https://dergipark.org.tr/en/download/article-file/778456
Li, C. & Lalani, F. (2020). The COVID-19 pandemic has changed education forever. This is how. Retrieved January, 26, 2021 from https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/
Margolis, J. & Fisher, A. (2002). Unlocking the clubhouse: Women in computing. (Cambridge: MIT Press).
Mohalik, R. & Suparna Sahoo, S. (2020). E-readiness and perception of student teachers’ towards online learning in the midst of Covid-19 Pandemic. SSRN Electronic Journal. Available at SSRN:https://ssrn.com/abstract=3666914 or http://dx.doi.org/10.2139/ssrn.366914
Nguyen, T. (2015). The Effectiveness of online learning: Beyond no significant difference and future horizons. Merlot Journal of Online Learning and Teaching, 11(2), 309-319. https://jolt.merlot.org/Vol11no2/Nguyen_0615.pdf
Radha, R., Mahalakshmi, K., Sathish Kumar, V., & Saravanakumar, A. R. (2020). E-Learning during lockdown of Covid-19 Pandemic: A Global Perspective. International Journal of Control and Automation, 13(4), 1088-1099. Retrieved February, 7, 2021 from http://sersc.org/journals/index.php/IJCA/article/view/26035
Rivera, M. (2016). Can socioeconomic status impact online learning? Retrieved February 7, 2021, from https://elearningindustry.com/socioeconomic-status-impact-online-learning
Sadera, W. A., Robertson, J., Song, L. & Midon, M. N. (2009). The role of community in online learning success. Merlot Journal of Online Learning and Teaching, 5(2), 277-284. https://jolt.merlot.org/vol5no2/sadera_0609.pdf
Salamat, L., Ahmad, G., Bakht, M. I. & Saifi, I. L. (2018). Effects of e-learning on students’ academic learning at university level. Asian Innovative Journal of Social Sciences & Humanities, 2(2), 1-12.
Singh, S., Rylander, D. H. & Mims, T. C. (2012). Efficiency of online vs. offline learning: A comparison of inputs and outcomes. International Journal of Business, Humanities and Technology, 2(1), 93-98. http://ijbhtnet.com/journals/Vol_2_No_1_January_2012/12.pdf
Tabachnick, B. G., Fidell, L. S. (1996). Using multivariate statistics (3rd ed.). New York, USA: HarperCollins College Publishers
Topal, M. (2020). Oyunlaştırma ile zenginleştirilmiş çevrimiçi öğrenmenin başarı, çevrimiçi bağlılık ve öğrenme motivasyonu üzerindeki etkisi [Yayımlanmamış doktora tezi]. Sakarya Üniversitesi, Sakarya. https://doi.org/10.14527/9786257052016.10
Tsay, C. H., Kofinas, A. & Luo, J. (2018). Enhancing student learning experiences with technology-mediated gamification: An empirical study. Computers & Education, 121, 1-17. https://doi.org/10.1016/j.compedu.2018.01.009
Tuntirojanawong, S. (2013). Studens ’ readiness for e-learning: A case study of Sukhothai Thammathirat Open University, Thailand. Journal of Learning in Higher Education, 9(1), 59-66.
UNICEF. (2020a). Education and COVID-19. Retrieved January, 25, 2021 from https://data.unicef.org/topic/education/covid-19/
UNICEF. (2020b). COVID-19: Socio-Economic Impact in Ghana. Retrieved February, 7, 2021 from https://www.unicef.org/ghana/media/3071/file/COVID-19:%20Socio-conomic%20Impact%20in%20Ghana.pdf
Wagner, S. C., Garippo, S. J. & Lovaas, P. (2011). A Longitudinal comparison of online versus traditional instruction. Merlot Journal of Online Learning and Teaching, 7(1), 68-73. https://jolt.merlot.org/vol7no1/wagner_0311.pdf
Walker, S. L. & Fraser, B. J. (2005). Development and validation of an instrument for assessing distance education learning environments in higher education: The distance learning environments survey (DELES). Learning Environments Research, 8(3), 289-308. https://doi.org/10.1007/s10984-005-1568-3
Wang, Q., Zhu, Z., Chen, L. & Yan, H. (2009). E-learning in China. Campus-Wide Information Systems, 26, 47-61. https://doi.org/10.1108/10650740910946783
WHO. (2020). Coronavirus disease 2019 (COVID-19) Situation Report-94. Retrieved January, 25, 2021 from https://www.who.int/docs/default-source/coronaviruse/situation-reports/20200423-sitrep-94-covid-19.pdf
Wilson, D. & Allen, D. (2011). Success rates of online versus traditional college students. Research in Higher Education Journal, Vol:22, 55-62. https://files.eric.ed.gov/fulltext/EJ1068796.pdf
Yurdugül, H. & Sırakaya, D. A. (2013). Çevrimiçi öğrenme hazır bulunuşluluk ölçeği: geçerlik ve güvenirlik çalışması the scale of online learning readiness: A study of validity and reliability. Education and Science, 38(169), 391-406. http://egitimvebilim.ted.org.tr/index.php/EB/article/view/2420
Zareie, B. & Navimipour, N. J. (2016). The effect of electronic learning systems on the employee’s commitment. The International Journal of Management Education, 14(2), 167-175. https://doi.org/10.1016/j.ijme.2016.04.003

Toplam 43 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	İngilizce
Konular	Alan Eğitimleri
Bölüm	Research Articles
Yazarlar	Elif Bengi Ünsal Özberk 0000-0003-2136-3081 Alper Yetkiner 0000-0003-2136-3081
Yayımlanma Tarihi	29 Eylül 2021
Yayımlandığı Sayı	Yıl 2021 Cilt: 8 Sayı: Özel Sayı

Kaynak Göster

APA	Ünsal Özberk, E. B., & Yetkiner, A. (2021). Logistic Regression Approach in Classifying the Effectiveness of Online Education. International Journal of Psychology and Educational Studies, 8(Özel Sayı), 21-31.

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