|
Makale Özeti:
|
In line with recently developing technology, distant education systems based on
information technologies are started to be commonly used within higher education.
Students’ satisfaction is one of the vital aspects in order to maintain distant education
efficiently and achieving its goal. As a matter of the fact, previous studies proved that
student satisfaction is one of the most important factors in deciding the success of a
system in terms of application.
Therefore, this paper analyzes satisfaction variables of distant education computer
programming students regarding this program as well as their clustering tendencies. 96
students who were having their majors in distant education computer programming at
Karadeniz Technical University during 2012-2013 academic term constitute the sample
of the study.
The study employed Satisfaction Scale for Students of Distant education Based on
Information Technologies as data collection tool which comprised of 42 items. Data
obtained from the scale was analyzed via Ward method, one of the hierarchical
clustering methods, in order to reveal their clustering tendencies.
Accordingly, satisfaction variables were divided into three main clusters which were A, B
and C. Of these main clusters, it was seen that A and B has two sub-clusters each which
were A1, A2 and B1, B2 respectively. These divisions were named after the variables they
include; A1: “Interest of the instructors and the implementation of program content”, A2:
“Support and rapport of the university”, B1: “Scope of the program”, B2: “Individuality
and the opportunity for interaction” and C: “The defects in application by both the
program and the university”. From an overall perspective, it is seen that Cluster A covers
variables positively affecting the satisfaction which are “the quality of service provided
by the university for this program”, “application of program content fitting to the
purpose” and “teachers’ dealing with students properly”. It is seen that Cluster B covers
variables positively affecting satisfaction in terms of program scope, individuality and
interactive environment. Finally, it is seen that Cluster C covers variables negatively
affecting satisfaction which are about the defects in the application both by the program
and the university.
|