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Article Citation - Scopus: 3How Attitudes Towards E-Learning Affected the Academic Achievement During the Covid-19 Pandemic: an Example of a Nursing Skills Teaching(Anadolu Universitesi, 2023) Kisacik,O.G.; Sonmez,M.; Ozdas,A.It is known that the students’ attitudes toward e-learning are an important factor in achieving the targeted learning achievement. The aim of the study was to determine the relationship between attitudes toward e-learning and the academic achievements. This cross-sectional and correlational study was conducted with a total of 135 first-year nursing students. Data were collected via Student Information Form, General Attitudes toward E-Learning Scale, Vital Signs Skills Laboratory Practice Assessment Videos. Two-Way ANOVA, Pearson correlation analysis, multiple linear regression analysis were used to analyze the data. The total mean score of the first-year NSs’ general attitude scale toward e-learning was found to be 52.58±15.93. A statistically negative correlation was found between the “avoidance of e-learning” factor and the NSs’ vital signs skills general achievement scores (r= -0.185; p=.035). Gender (β1= 5.399, p= 0.001), receiving adequate counseling and help on using the e-learning platform (β1= 4.895, p= 0.022) and avoidance of e-learning (β1= -0.222 p= 0.046) explained 20.9% of the variance in vital signs overall achievement score. The results showed that negative attitudes and negative satisfaction with e-learning may lead to a decrease in e-learning academic achievement. © 2023,Turkish Online Journal of Distance Education.All Rights Reserved.Article Citation - Scopus: 12The Comparison of Trust Development in Virtual and Face-To Collaborative Learning Groups(Anadolu Universitesi, 2019) Baturay,M.H.; Toker,S.The study investigates the effect of delivery types of (virtual and face-to-face) collaborative learning environments on the development of trust among group members in a graduate course. For this aim, a quasi-experimental, non-equivalent group comparison was used. It comprised a total of 64 participants - 21 in the face-to-face group, and 43 in the virtual group. Study participants were comprised of students registered in a course entitled 'Web-based Education: Principles of Design and Implementation' in the spring semester as part of either a virtual or traditional face-to-face graduate program in Information Systems at an institute of higher education in Turkey in 2010. Trust levels were measured at two different occasions, namely in the beginning and end of the semester, for both study groups. The participants completed a web-based course material design project as a collaborative group activity. The results indicate that trust increases over time among virtual participants, but declines among face-to-face participants. While levels of trust among virtual course participants are lower than those of face-to-face course participants in the beginning of the semester, trust levels of virtual participants surpass those of face-to-face participants by the end of the semester. This study demonstrates that trust can develop in virtual learning environments. The initial level of trust should be taken into consideration by instructors or managers before forming groups. © 2019 Anadolu Universitesi.
