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EFL Teachers' Perceptions of Bichronous Online Teaching = = Ingilizceyi Yabanci dil Olarak Ogreten Ogretmenlerin Cevrimici Hibrit Egitim Algilari.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	EFL Teachers' Perceptions of Bichronous Online Teaching =/
其他題名:	Ingilizceyi Yabanci dil Olarak Ogreten Ogretmenlerin Cevrimici Hibrit Egitim Algilari.
作者:	Uzun, Deniz.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
面頁冊數:	143 p.
附註:	Source: Masters Abstracts International, Volume: 84-01.
Contained By:	Masters Abstracts International84-01.
標題:	Online instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29151787
ISBN:	9798835544271

EFL Teachers' Perceptions of Bichronous Online Teaching = = Ingilizceyi Yabanci dil Olarak Ogreten Ogretmenlerin Cevrimici Hibrit Egitim Algilari.
Uzun, Deniz.

EFL Teachers' Perceptions of Bichronous Online Teaching =Ingilizceyi Yabanci dil Olarak Ogreten Ogretmenlerin Cevrimici Hibrit Egitim Algilari. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 143 p.

Source: Masters Abstracts International, Volume: 84-01.

Thesis (M.A.)--Bilkent Universitesi (Turkey), 2022.

This item must not be sold to any third party vendors.

The aim of this study was to explore English as a Foreign Language (EFL) instructors' perceptions about bichronous online teaching and to examine if the perceptions change according to their age, academic qualification, professional qualification, years of experience in the profession, and perceived competence in the use of educational technologies. This quantitative descriptive study was conducted with 141 English preparatory school instructors of a public university in Ankara, Turkey. The items related to teachers' perceptions of bichronous online teaching were adapted from Venkatesh et al. (2003) for the online questionnaire. Descriptive and inferential statistics were used for data analysis. The results showed that age, academic qualifications, professional qualifications, years of experience in the profession, and perceived competence in the use of educational technologies seemed to have affected the perceptions of some groups of EFL instructors on bichronous teaching, even though most of them were in favor of bichronous online teaching with the constructs in the "Unified Theory of Acceptance and Use of Technology (UTAUT) model" (Venkatesh et al., 2003). The findings also indicated that there is a need for encouraging the instructors to get further training and qualifications, and having a support system and an online community. The instructors should also be motivated so as not to feel intimidated and forced. Furthermore, there should also be rationale justification and clarification as to why and how to use bichronous online teaching.

ISBN: 9798835544271Subjects--Topical Terms:

3562296
Online instruction.

EFL Teachers' Perceptions of Bichronous Online Teaching = = Ingilizceyi Yabanci dil Olarak Ogreten Ogretmenlerin Cevrimici Hibrit Egitim Algilari.
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506 $a This item must not be sold to any third party vendors.
520 $a The aim of this study was to explore English as a Foreign Language (EFL) instructors' perceptions about bichronous online teaching and to examine if the perceptions change according to their age, academic qualification, professional qualification, years of experience in the profession, and perceived competence in the use of educational technologies. This quantitative descriptive study was conducted with 141 English preparatory school instructors of a public university in Ankara, Turkey. The items related to teachers' perceptions of bichronous online teaching were adapted from Venkatesh et al. (2003) for the online questionnaire. Descriptive and inferential statistics were used for data analysis. The results showed that age, academic qualifications, professional qualifications, years of experience in the profession, and perceived competence in the use of educational technologies seemed to have affected the perceptions of some groups of EFL instructors on bichronous teaching, even though most of them were in favor of bichronous online teaching with the constructs in the "Unified Theory of Acceptance and Use of Technology (UTAUT) model" (Venkatesh et al., 2003). The findings also indicated that there is a need for encouraging the instructors to get further training and qualifications, and having a support system and an online community. The instructors should also be motivated so as not to feel intimidated and forced. Furthermore, there should also be rationale justification and clarification as to why and how to use bichronous online teaching.
520 $a Bu arastirma Ingilizceyi yabanci dil olarak ogreten ogretmenlerin cevrimici hibrit egitimle ilgili algilarini ve algilarinda yaslarina, akademik niteliklerine, profesyonel niteliklerine, mesleki deneyimlerine ve algiladiklari yeterlilik duzeylerine gore farkliliklar bulunup bulunmadigini arastirmayi hedeflemektedir. Bu nicel betimsel calisma Ankara, Turkiye'de bulunan bir devlet universitesinin Ingilizce Hazirlik okulunda calisan 141 ogretim uyesinin katilimi ile geceklesmistir. Kullanilan anketin cevrimici hibrit egitimle ilgili algilarla ilgili maddeleri Venkatesh,ve digerlerin (2003)'den uyarlanmistir. Veri analizinde betimsel ve cikarimsal istatistik kullanilmistir. Sonuclar, ogretmenlerin cogunun cevrimici hibrit egitim hakkindaki algilarinin Teknoloji Kullanim ve Kabul Birlestirilmis Modeli (TKKBM) cercevesinde olumlu oldugunu, fakat yaslarinin, akademik ve profesyonel niteliklerinin, mesleki deneyimlerinin ve algiladiklari teknolojik yeterlik duzeylerinin cevrimici hibrit egitimle ilgili algilarini etkiledigini gostermistir. Sonuclar, Ingilizceyi yabanci dil olarak ogreten ogretmenlerin daha fazla egitim ve niteliklere sahip olmak icin tesvik edilmesi ve bir destek sistemi ve cevrimici bir topluluk kurularak desteklenmesi gerektigini gostermistir. Bu ogretmenlerin gozlerinin korkmamasi ve zorlanmamalari icin motive edilmeleri de gerekmektedir. Cevrimici hibrit egitimin neden ve nasil kullanildiginin aciklanmasi ve netlestirilmesi de gereklidir.
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