Today, the developments in communication technologies (computer, television, internet, satellite, etc.) have reached the quality that can meet this need. In parallel with the changes in social life, new dimensions are added to the functions of education and the responsibility of education to carry the change in the society to the development gains importance (Jin, 2002: 171). Individuals’ desire and need for education causes difficulties in educational institutions, and meeting their educational needs also becomes a problem. This problem causes education expenditures, the cost of which is constantly rising. This situation in the field of education has formed the basis for the formation of a new discipline that can be an alternative to face-to-face training. This discipline, which removes inequality of opportunity, is based on making use of technological tools that offers lifelong education to every individual who wants and needs, and is based on independent learning, appears as “distance education” (Yaylacı, 2000: 3). It is possible to define distance education as a form of education in which students are separate from the educator in terms of place and / or time (Lever-Duffy, McDonald, & Mizell, 2003: 343). In some studies, it has been predicted that the use of internet technologies in education can produce very efficient results and it will be implemented as an effective education strategy in our country in a short time (Cebeci, 2000: 152); In addition, it was suggested to prepare websites that lead education with the internet and the responsibilities of universities regarding this issue were mentioned (Yaylacı, 2000: 77). In addition, the encouragement and support of academicians, teachers and experts who want to work on their subject, examination of the courses that can be included in distance education and the most suitable distance education for each course Number 26, 2009
Emphasis is placed on determining the method / s and training intermediate staff who can prepare internet pages to be used in distance education (Sarıabdul‐ lahoğlu and Ersoy, 2008: 33). Karasar (1999: 153) also emphasized that virtual education should be among the research priorities of universities and other research institutions with its technology, communication, education and economy dimensions as soon as possible. In the study conducted by Ağır, Sütçü and Sarı (2001) to determine the views of students who did not have internet education, about education on the internet and internet, 80% of the students had social information, 75% had science, and 74%. Of the reputation of being computer, 70% were found to think that math lessons could be taught on the internet. The fact that half of the students wanted home education with the internet shows that they are ready for such an education and most of the students are open to the internet and the opportunities it provides. “Consumer Education Model with Internet” was created in order to determine the connectivity of Consumer Education via internet. In the study conducted on 176 university students who did not receive Consumer Education, it was found that students benefited from the “Consumer Education Model with Internet” that they participated in and that there was a significant increase in their knowledge on this subject (Demirci & Ersoy, 2006). In the study conducted by Koçer et al. (2003), it was determined that students were more interested in the online exam system. At the end of the study, it was observed that the success rate of distance education courses increased considerably compared to the same period of the previous year and it was concluded that this rate would increase with the increase of computer skills. In the study in which experience equality-based internet-based and face-to-face learning systems were compared in terms of student success, students studying in both learning systems had pre-test, post-test and pre-test 125
A significant difference was found between the means of retention test scores. This finding shows that both learning systems achieve a significant level of success (Karataş, 2006: 113-130). All individuals; The universal identity they have and the common point they share, regardless of race, color, religion, political view, gender, age, educational status, income and similar characteristics, is that they are “consumers”. This common identity is a process that all individuals experience at all times, in every period. This is why; Issues such as consumer rights, consumer protection, consumer organization, consumer education are subjects that will never lose their universality and up-to-dateness (Ferman, 1993: 5). Every individual who constitutes a society is in the position of a consumer. It is obvious that consumers must be educated, given their characteristics of directing the country’s economy in the market economy.