Attitudes of sports science students towards information and communication technology and their perceptions of distance education


Abstract views: 141 / PDF downloads: 60

Authors

DOI:

https://doi.org/10.5281/zenodo.10035297

Keywords:

Education, distance, information, technology, sport

Abstract

This research aims to examine the attitudes of sports science students towards Information and Communication Technologies (ICT) and their perceptions of distance education. The study was conducted on a sample of 520 sports science students in Turkey. Demographic information such as gender, department, class level, and internet usage duration of the participants was collected. The research received approval from the Scientific Research and Publication Ethics Committee and data were analyzed using various statistical methods. Data were collected using the 'Attitude Scale Towards Information and Communication Technologies' and 'Opinions of Distance Education Students on Distance Education' scales. Two-way analysis of variance (MANOVA) was employed to analyze the data for differences in means, and Pearson Correlation analysis was conducted to reveal relationships between the scales. According to the research findings, factors such as gender, department, class level, and internet usage duration generally do not constitute significant differences in attitudes towards ICT and opinions about distance education, although some sub-dimensions may vary. However, when examining the Pearson correlation coefficients and p-values expressing relationships between different sub-dimensions, it was observed that there were correlations between sub-dimensions of attitudes towards ICT and sub-dimensions of opinions about distance education.

References

Abbasi, S., Ayoob, T., Malik, A., & Memon, S. I. (2020). Perceptions of students regarding E-learning during Covid-19 at a private medical college. Pakistan Journal of Medical Sciences, 36(4), S57–S61.

Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary school mathematics teachers’ views on e-learning ımplementation barriers during the covıd-19 pandemic: the case of ındonesia. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), em1860.

Antoniou, P., Derri, V., Kioumourtzoglou, E., & Mouroutsos, S. (2003). Applying multimedia computer‐assisted ınstruction to enhance physical education students’ knowledge of basketball rules. European Journal of Physical Education, 8(1), 78–90.

Baran, K. M. (2023). Determination of information and communication technologies attitudes of university students that received physical education and sports. African Educational Research Journal, 11(2), 191–201.

Bayramli, P., & Kazan, H. (2023). Azerbaycan’da a lojistik işletmelerde çalışanların bit kullanma düzeylerinin onların iş performanslarına etkisinin bölgesel ekonomik gelişmişlik düzeyi bakımından incelenmesi. Uluslararası Finansal Ekonomi ve Bankacılık Uygulamaları Dergisi, 4(1), 43–75.

Bekar, N., & Türkmen, M. (2023). Beden eğitimi öğretmen adaylarının bilgi ve iletişim teknolojilerine yönelik tutumlarının incelenmesi. Journal of Global Sport and Education Research, 6(1), 12–29.

Burns, M. (2023). Distance education for teacher training: Modes, models, and methods. Education Development Center.

Casey, A., & Jones, B. (2011). Using digital technology to enhance student engagement in physical education. Asia-Pacific Journal of Health, Sport and Physical Education, 2(2), 51–66.

Clark, J. T. (2004). Regional clinical engineering shared services and cooperatives. Academic Press.

Çapık, A., Çapık, C., & Kırbaş, Y. (2018). Ebelik ve hemşirelik bölümü son sınıf öğrencilerinin bilgi ve iletişim teknolojilerine yönelik tutumlarının incelenmesi. Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi, 21(3), 163-170.

Çavuşoğlu, G., & Acar, K. (2020). Üniversite öğrencilerinin uzaktan eğitime yönelik görüşleri ile yaşam boyu öğrenme düzeyleri arasındaki ilişki. Spor ve Performans Araştırmaları Dergisi, 11(3), 207–220.

Denizli, A. A., & Taçgın, Z. (2018). Bilgi ve iletişim teknolojilerine yönelik tutumlar ile kariyer uyum yetenekleri arasındaki ilişkinin belirlenmesi. Akademik Sosyal Araştırmalar Dergisi, 6(80), 422–435.

Durgun, H., Can, T., Avcı, A. B., & Kalyoncuoğlu, B. (2021). Covid-19 sürecinde hemşirelik öğrencilerinin uzaktan eğitime yönelik görüşleri ve kaygı düzeyleri. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 14(2), 141–147.

Düzgün, S., & Sulak, S. E. (2020). Öğretmen adaylarının covıd-19 pandemisi sürecinde uzaktan eğitim uygulamalarına ilişkin görüşleri. Milli Eğitim Dergisi, 49(1), 619–633.

Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449–2472.

Favale, T., Soro, F., Trevisan, M., Drago, I., & Mellia, M. (2020). Campus traffic and e-Learning during COVID-19 pandemic. Computer Networks, (176), 107290.

FitzPatrick, K. A. (2004). An investigative laboratory course in human physiology using computer technology and collaborative writing. Advances in Physiology Education, 28(3), 112–119.

Goodyear, V. A., Casey, A., & Kirk, D. (2014). Hiding behind the camera: social learning within the cooperative learning model to engage girls in physical education. Sport, Education and Society, 19(6), 712–734.

Gül, Y. E., & Karataş, K. (2020). Üniversite öğrencilerinin bilgi iletişim teknolojilerine yönelik tutumlarının incelenmesi: kültürlerarası bir karşılaştırma. Türk Eğitim Bilimleri Dergisi, 18(2), 1025–1044.

Gündüzalp, C. (2021). Web tabanlı derslerde bağlılık ve memnuniyetin teknoloji kabulü ve bilgi iletişim teknolojilerine yönelik tutumla ilişkisi. İmgeleme, 5(9), 541–563.

Gündüzalp, C., & Yıldız, E. P. (2020). Assure modeli ile tasarlanmış bir dersin öğrencilerin bilgi iletişim teknolojileri kullanımına yönelik tutum ve bilgisayar kaygı düzeylerine etkisi. Ekev Akademi Dergisi, 24(83), 107–135.

Joo, H., & Choi, Y. (2023). What should be done to develop ICT-based PE class in the era of the fourth ındustrial revolution?: using AHP and IPA analysis within the Korean educational contexts. Asia Pacific Education Review, 24(1), 1–12.

Kenny, A. (2002). Online learning: enhancing nurse education? Journal of Advanced Nursing, 38(2), 127–135.

Koh, K. T., Tan, L. Q. W., Camiré, M., Paculdar, M. A. A., & Chua, W. G. A. (2022). Teachers’ and students’ perceptions of factors influencing the adoption of information and communications technology in physical education in Singapore schools. European Physical Education Review, 28(1), 100-119.

Komar, J., Chow, J. Y., Kawabata, M., & Choo, C. Z. Y. (2022). Information and communication technology as an enabler for implementing nonlinear pedagogy in physical education: effects on students’ exploration and motivation. Asian Journal of Sport and Exercise Psychology, 2(1), 44–49.

Li, C., & Wang, C. K. J. (2013). Effect of exposure to special olympic games on attitudes of volunteers towards ınclusion of people with ıntellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 26(6), 515–521.

Liang, G., Walls, R., Hicks, V., Clayton, L., & Yang, L. (2006). Will tomorrow’s physical educators be prepared to teach in the digital age? Contemporary Issues in Technology and Teacher Education, 6(1), 143–156.

McKenna, K. (2018). The online classroom: a thorough depiction of distance learning spaces. Journal of Continuing Higher Education, 66(1), 13–21.

Megahed, M., & Mohammed, A. (2020). Modeling adaptive E-Learning environment using facial expressions and fuzzy logic. Expert Systems with Applications, (157), 113460.

Müller-Seitz, G., & Macpherson, A. (2014). Learning during crisis as a ‘war for meaning’: The case of the German Escherichia coli outbreak in 2011. Management Learning, 45(5), 593–608.

Papastergiou, M. (2010). Enhancing physical education and sport science students’ self-efficacy and attitudes regarding ınformation and communication technologies through a computer literacy course. Computers & Education, 54(1), 298–308.

Parker, K., Lenhart, A., & Moore, K. (2011). The digital revolution and higher education: college presidents, public differ on value of online learning. Pew Internet & American Life Project.

Pei, L., & Wu, H. (2019). Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis. Medical Education Online, 24(1), 1666538.

Pham, L., Limbu, Y. B., Bui, T. K., Nguyen, H. T., & Pham, H. T. (2019). Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam. International Journal of Educational Technology in Higher Education, 16(1), 7.

Robinson, C. C., & Hullinger, H. (2008). New benchmarks in higher education: student engagement in online learning. Journal Of Education For Business, 84(2), 101–109.

Sargent, J., & Casey, A. (2020). Flipped learning, pedagogy and digital technology: Establishing consistent practice to optimise lesson time. European Physical Education Review, 26(1), 70–84.

Sarıkaya, M. (2021). Pandemi sürecinde uzaktan eğitime ilişkin müzik eğitimi ana bilim dalı öğrencilerinin görüşleri. Güzel Sanatlar Enstitüsü Dergisi, 27(46), 92–100.

Sari, T., & Nayır, F. (2020). Challenges in distance education during the (covid-19) pandemic period. Qualitative Research in Education, 9(3), 328.

Sart, G., & Sezgin, H. F. (2022, July 4-6). The effect of unıversıty students’ attıtudes towards ınformatıon and communıcatıon technologıes on theır tendency towards ınnovatıon [Conference presentation]. IATED.

Selwyn, N., & Stirling, E. (2016). Social media and education … now the dust has settled. Learning, Media and Technology, 41(1), 1–5.

Stack, S. (2015). Learning outcomes in an online vs traditional course. Georgia Educational Researcher, 9(1).

Sukendro, S., Habibi, A., Khaeruddin, K., Indrayana, B., Syahruddin, S., Makadada, F. A., … et al. (2020). Using an extended technology acceptance model to understand students’ use of e-learning during Covid-19: Indonesian sport science education context. Heliyon, 6(11), e05410.

Şahin, E., Yavan, T., Demirhan, M., Aydın, M., & Yeşilçınar, İ. (2019). Hemşirelik öğrencilerinin bilgi ve ı̇letişim teknolojilerine yönelik tutumlarının belirlenmesi. KSBD, 12(12), 193–122.

Şimşek, İ., & Yorulmazlar, M. M. (2022). Beden eğitimi öğretmenlerinin bilgi ve iletişim teknolojileri kullanım düzeylerinin yaratıcı kişilik özelliklerine etkisi. Spor Eğitim Dergisi, 6(3), 181–192.

Şirin, E. F., & Duman, S. (2013). An investigation of educational technology standarts of physical education candidate teachers in terms of several variables. Journal of Human Sciences, 10(1), 1298–1313.

Turhan F. H. (2023). Spor bilimleri fakülteleri öğrencileri ve öğretim elemanlarının teknoloji entegrasyonu algılarının araştırılması. [Doktora tezi, Ankara Üniversitesi]. Sağlık Bilimleri Enstitüsü

Tütüncü, D., & İleri, Y. Y. (2021). Sağlık bilimleri fakültesi öğrencilerinin bilgi ve iletişim teknolojilerine bakışı üzerine bir araştırma: konya ili örneği. Online Türk Sağlık Bilimleri Dergisi, 6(1), 92–101.

Unger, S., & Meiran, W. R. (2020). Student attitudes towards online education during the COVID-19 viral outbreak of 2020: Distance learning in a time of social distance. International Journal of Technology in Education and Science (IJTES), 4(4), 256–266.

Yıldız, Y., & Topal, F. A. (2022). Müzik öğretmeni adaylarının bilgi iletişim teknolojilerine (BİT) ve uzaktan eğitime yönelik tutumlarının incelenmesi. EKEV Akademi Dergisi, (92), 46–67.

Yirci, R., & Aydoğar, N. (2017). Üniversite öğrencilerinin bilgi ve iletişim teknolojilerine yönelik tutumlarının bazı değişkenler açısından incelenmesi. Ulakbilge, 5(18), 2175–2203.

Published

10/27/2023

How to Cite

Turhan, F. H., & Canpolat, B. (2023). Attitudes of sports science students towards information and communication technology and their perceptions of distance education. Journal of ROL Sport Sciences, 814–837. https://doi.org/10.5281/zenodo.10035297