Uzaktan Eğitim Bağlamında Yükseköğretimde Teknostres
Özet
Son yıllarda toplumun hemen hemen her alanında hızlı bir şekilde artan teknoloji kullanımı eğitim kurumunu da etkilemiştir. Özellikle salgın döneminde uzaktan eğitim sistemine geçilmesi olumlu etkilerle birlikte olumsuz bazı etkiler de yaratmıştır. COVID-19 salgınıyla birlikte artan teknoloji kullanımı, salgın sonrasında da mevcut düzenin değişmesine neden olarak devam etmektedir. Elbette ki bu teknoloji kullanımındaki artış, çoğunlukla pratiklik, hız, işleri kolaylaştırma gibi pek çok avantaj sağlarken diğer yandan da bazı sorunlara yol açabilmektedir. Örneğin, mekan sınırları kalkarken özgürlük alanının kısıtlanması (çevrimiçi derslerin takip edilmesi gibi), iş ve okul masraflarının azalıp teknoloji masraflarının artması, dezavantajlı gruplardaki öğrenci ve akademisyenlerin ders alma ve çalışma imkanları artarken teknostreslerinin artması, ulaşımda geçirilen vaktin azalırken ekran ve mesai süresinin artması, bilgiye ulaşım kolaylaşırken bilgi kirliliği ve yoğunluğunun artması ve iş-yaşam dengesinin bozulması gibi. Bu çalışmada da belirtilen sorunlara daha detaylı bakılarak yükseköğretimde öğrencilerin ve akademisyenlerin teknostres yaşama düzeylerine, teknostrese neden olan durumlara, bu sorunu önleme ve sorunla başa çıkma yöntemlerine değinilecektir.
The rapid increase in technology use in almost every area of society in recent years has also affected educational institutions. The shift to distance learning, particularly during the pandemic, has had both positive and negative effects. The increased use of technology following the COVID-19 pandemic continues to cause changes in the existing system even after the pandemic. Of course, while this increase in technology use provides many advantages such as practicality, speed, and ease of work, it can also lead to some problems. For example, the removal of spatial limitations while freedom is restricted (such as following online classes), the decrease in work and school expenses while technology expenses increase, the increase in technostress among students and academics from disadvantaged groups despite increased opportunities for taking courses and working, the decrease in time spent on transportation while screen time and working hours increase, the ease of access to information while information overload and pollution increase, and the disruption of work-life balance. This study will examine these problems in more detail, addressing the levels of technostress experienced by students and academics in higher education, the situations that cause technostress, and methods of preventing and coping with this problem.
Referanslar
Abd Aziz, N.N., Kader, M.A.R.A., & Ab Halim, R. (2021). The Impact of Technostress on Student Satisfaction and Performance Expectancy. Asian Journal of University Education (AJUE), 17(4), 538-552. https://doi.org/10.24191/ajue.v17i4.16466
Agbu, J.F. (2015). Assessing Technostress Among Open and Distance Learning Practitioners: A Comparative Study. ASEAN Journal of Open Distance Learning, 7(1), 43-56.
Akgün, F. (2019). Öğretim Elemanlarının Bilgi ve İletişim Teknolojilerine Yönelik Kabulleri ve Teknostres Algıları Arasındaki İlişkinin İncelenmesi. Journal of Educational Sciences Research, 9(2), 40-66. https://izlik.org/JA73WG99FU
Aydın, E. (Ed.) (2023). Güncel Örgütsel Davranış Yaklaşımları. İstanbul: Efe Akademi Yayınları. (Not: Alıntı yapılan bölümün yazarları: Öznur Azizoğlu-Mustafa Kaya).
Ayyagari, R. (2012). Impact of Information Overload and Tasktechnology Fit on Technostress. Association for Information Systems AIS Electronic Library (AISeL), 18-22. https://aisel.aisnet.org/sais2012/4
Chou, H.L., & Chou, C. (2021). A multigroup analysis of factors underlying teachers’ technostress and their continuance intention toward online teaching. Computers & Education, 175(2021), 1-12. https://doi.org/10.1016/j.compedu.2021.104335
Çetin, D. (2017). Views of Academicians Related to Technostress. 12th International Balkan Education and Science Congress, 36-47.
Demiray, E. (2013). Uzaktan Eğitim ve Kadın Eğitiminde Uzaktan Eğitimin Önemi. Eğitim ve Öğretim Araştırmaları Dergisi, 2(2), 155-168.
Gabbiadini, A., Paganin, G., & Simbula, S. (2023). Teaching after the pandemic: The role of technostress and organizational support on intentions to adopt remote teaching Technologies. Acta Psychologica, 236(2023), 1-9. https://doi.org/10.1016/j.actpsy.2023.103936
Gökaslan, M.O. (2022). Akademisyenlerin Teknostres Kaynaklarının ve Teknostres Seviyelerinin Belirlenmesi. MAKÜ-Uyg. Bil. Derg, 6(2), 354-383. https://doi.org/10.31200/makuubd.1149198
Jena, R., & Mahanti, P.K. (2014). An Empirical study of Technostress among Indian Academicians. International Journal of Education and Learning, 3(2), 1-10. http://dx.doi.org/10.14257/ijel.2014.3.2.01
Jena, R.K. (2015). Impact of Technostress on Job Satisfaction: An Empirical Study among Indian Academician. The International Technology Management Review, 5(3), 117-124. https://doi.org/10.2991/itmr.2015.5.3.1
Kader, M.A.R.A., Abd Aziz, N.N., Zaki, S.M., Ishak, M. & Hazudin, S.F. (2022). The effect of technostress on online learning behaviour among undergraduates. Malaysian Journal of Learning and Instruction, 19(1), 183-211. https://doi.org/10.32890/mjli2022.19.1.7
Khlaif, Z.N., Sanmugam, M., Hattab, M.K., Bensalem, E., Ayyoub, A., Sharma, R.C., Joma, A., Itmazi, J., Najmi, A.H., Mitwally, M.A.A., Jawad, A.A., Ramadan, M., & Bsharat, T.R.K. (2023). Mobile technology features and technostress in mandatory online teaching during the COVID-19 crisis. Heliyon, 9(8), 1-14. https://doi.org/10.1016/j.heliyon.2023.e19069
Moreno, A.G., Perez, J.J.C., Duque, S.A.O., & Gomez, J.J.O. (2020). Technoestrȇs Laboral Derivado De La Virtualidad Obligatoria Por Prevenciȏn Del Covid-19 En Docentes Universitarios De Medellin (Colombia). Trabalho (En) Cena, 6(2021), 1-23. 10.20873/2526-1487e021003
Tarafdar, M., Pirkkalainen, H., Salo, M., & Makkonen, M. (2020). Taking on the “Dark Side”––Coping With Technostress. IEEE Computer Society, 22(6), 82-89. 10.1109/MITP.2020.2977343
Toraman, Ç., & Aktan, O. (2022). The relationship of academicians with technostress levels and job satisfaction in the COVID-19 process. International Online Journal of Education and Teaching (IOJET), 9(4), 1695-1726.
Tu, Q., Tarafdar, M., Ragu-Nathan, B.S. & Ragu-Nathan, T.S. (2007). How End-User Characteristics Affect Technostress: An Exploratory Investigation. Rochester Institute of Technology RIT Scholar Works, 11-2007, 821-826.
Upadhyaya, P., & Vrinda (2021). Impact of technostress on academic productivity of university students. Education and Information Technologies, 26, 1647-1664. https://doi.org/10.1007/s10639-020-10319-9
Yavuzer, H., & Kahraman, A.B. (2013). Nevşehir Üniversitesi’ndeki Uzaktan Eğitime Sosyolojik Bir Bakış. NEÜ Sosyal Bilimler Enstitüsü Dergisi, 2(2), 131-154. https://izlik.org/JA32CP55DW
Weems-Landingham, V. (2021). Embracing Technostress to Overcome Online Teaching Challenges. AURCO Journal, 27, 30-40.
Willermark, S., Högberg, K., & Nilsson, P. (2023). Exploring technostress in disruptive teaching practices. IJWHM, 16(4), 328-343. https://doi.org/10.1108/IJWHM-10-2022-0161
Referanslar
Abd Aziz, N.N., Kader, M.A.R.A., & Ab Halim, R. (2021). The Impact of Technostress on Student Satisfaction and Performance Expectancy. Asian Journal of University Education (AJUE), 17(4), 538-552. https://doi.org/10.24191/ajue.v17i4.16466
Agbu, J.F. (2015). Assessing Technostress Among Open and Distance Learning Practitioners: A Comparative Study. ASEAN Journal of Open Distance Learning, 7(1), 43-56.
Akgün, F. (2019). Öğretim Elemanlarının Bilgi ve İletişim Teknolojilerine Yönelik Kabulleri ve Teknostres Algıları Arasındaki İlişkinin İncelenmesi. Journal of Educational Sciences Research, 9(2), 40-66. https://izlik.org/JA73WG99FU
Aydın, E. (Ed.) (2023). Güncel Örgütsel Davranış Yaklaşımları. İstanbul: Efe Akademi Yayınları. (Not: Alıntı yapılan bölümün yazarları: Öznur Azizoğlu-Mustafa Kaya).
Ayyagari, R. (2012). Impact of Information Overload and Tasktechnology Fit on Technostress. Association for Information Systems AIS Electronic Library (AISeL), 18-22. https://aisel.aisnet.org/sais2012/4
Chou, H.L., & Chou, C. (2021). A multigroup analysis of factors underlying teachers’ technostress and their continuance intention toward online teaching. Computers & Education, 175(2021), 1-12. https://doi.org/10.1016/j.compedu.2021.104335
Çetin, D. (2017). Views of Academicians Related to Technostress. 12th International Balkan Education and Science Congress, 36-47.
Demiray, E. (2013). Uzaktan Eğitim ve Kadın Eğitiminde Uzaktan Eğitimin Önemi. Eğitim ve Öğretim Araştırmaları Dergisi, 2(2), 155-168.
Gabbiadini, A., Paganin, G., & Simbula, S. (2023). Teaching after the pandemic: The role of technostress and organizational support on intentions to adopt remote teaching Technologies. Acta Psychologica, 236(2023), 1-9. https://doi.org/10.1016/j.actpsy.2023.103936
Gökaslan, M.O. (2022). Akademisyenlerin Teknostres Kaynaklarının ve Teknostres Seviyelerinin Belirlenmesi. MAKÜ-Uyg. Bil. Derg, 6(2), 354-383. https://doi.org/10.31200/makuubd.1149198
Jena, R., & Mahanti, P.K. (2014). An Empirical study of Technostress among Indian Academicians. International Journal of Education and Learning, 3(2), 1-10. http://dx.doi.org/10.14257/ijel.2014.3.2.01
Jena, R.K. (2015). Impact of Technostress on Job Satisfaction: An Empirical Study among Indian Academician. The International Technology Management Review, 5(3), 117-124. https://doi.org/10.2991/itmr.2015.5.3.1
Kader, M.A.R.A., Abd Aziz, N.N., Zaki, S.M., Ishak, M. & Hazudin, S.F. (2022). The effect of technostress on online learning behaviour among undergraduates. Malaysian Journal of Learning and Instruction, 19(1), 183-211. https://doi.org/10.32890/mjli2022.19.1.7
Khlaif, Z.N., Sanmugam, M., Hattab, M.K., Bensalem, E., Ayyoub, A., Sharma, R.C., Joma, A., Itmazi, J., Najmi, A.H., Mitwally, M.A.A., Jawad, A.A., Ramadan, M., & Bsharat, T.R.K. (2023). Mobile technology features and technostress in mandatory online teaching during the COVID-19 crisis. Heliyon, 9(8), 1-14. https://doi.org/10.1016/j.heliyon.2023.e19069
Moreno, A.G., Perez, J.J.C., Duque, S.A.O., & Gomez, J.J.O. (2020). Technoestrȇs Laboral Derivado De La Virtualidad Obligatoria Por Prevenciȏn Del Covid-19 En Docentes Universitarios De Medellin (Colombia). Trabalho (En) Cena, 6(2021), 1-23. 10.20873/2526-1487e021003
Tarafdar, M., Pirkkalainen, H., Salo, M., & Makkonen, M. (2020). Taking on the “Dark Side”––Coping With Technostress. IEEE Computer Society, 22(6), 82-89. 10.1109/MITP.2020.2977343
Toraman, Ç., & Aktan, O. (2022). The relationship of academicians with technostress levels and job satisfaction in the COVID-19 process. International Online Journal of Education and Teaching (IOJET), 9(4), 1695-1726.
Tu, Q., Tarafdar, M., Ragu-Nathan, B.S. & Ragu-Nathan, T.S. (2007). How End-User Characteristics Affect Technostress: An Exploratory Investigation. Rochester Institute of Technology RIT Scholar Works, 11-2007, 821-826.
Upadhyaya, P., & Vrinda (2021). Impact of technostress on academic productivity of university students. Education and Information Technologies, 26, 1647-1664. https://doi.org/10.1007/s10639-020-10319-9
Yavuzer, H., & Kahraman, A.B. (2013). Nevşehir Üniversitesi’ndeki Uzaktan Eğitime Sosyolojik Bir Bakış. NEÜ Sosyal Bilimler Enstitüsü Dergisi, 2(2), 131-154. https://izlik.org/JA32CP55DW
Weems-Landingham, V. (2021). Embracing Technostress to Overcome Online Teaching Challenges. AURCO Journal, 27, 30-40.
Willermark, S., Högberg, K., & Nilsson, P. (2023). Exploring technostress in disruptive teaching practices. IJWHM, 16(4), 328-343. https://doi.org/10.1108/IJWHM-10-2022-0161
