BibTex RIS Kaynak Göster

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Yıl 2014, , 42 - 57, 20.10.2014

Selay Arkün Kocadere , Arif Altun

https://doi.org/10.17943/etku.52341

Öz

The purpose of this study is to explore the reasons of online learner participation in blended learning environments. The study group consisted of 14 graduate students, who had prior learning experiences in blended learning. In this study, semi-structured interviews and focus group interviews were made and these interviews were coded and analyzed in NVivo. At first data divided into two categories as “participation” and “nonparticipation”. Then four categories, which are named as “willingly participation”, “unwillingly participation”, “willingly nonparticipation”, and “unwillingly nonparticipation”. For “willingly participation”, two themes were identified as benefit and interest. For “unwillingly participation”, the themes were responsibility and suppression. For “willingly nonparticipation” four themes were identified as bad design, not interesting, not benefiting, and existence of face to face opportunity. Suppression, work overload, shortage of time, and hesitation were identified as themes of “unwillingly nonparticipation”.

Anahtar Kelimeler

Online learner participation blended learning online participation qualitative research

Kaynakça

  • Arkün, S. (2011). Fakülte – okul işbirliği için sosyal medya tabanlı bir modelin geliştirilmesi: Okul uygulamaları örneği. Yayınlanmamış doktora tezi. Hacettepe Üniversitesi.
  • Anthony, K. V. (2012). Analyzing The Influences Of Course Design And Gender On Online Participation. Online Journal of Distance Learning Administration, 15(3).
  • Bogdan, R. C., & Biklen, S. K. (1992). Qualitative research for education: An Introduction to Theory and Methods. 2nd edition. Allyn and Bacon, Needham Heights, MA.
  • Chan, M., S. & Waugh, R., F. (2007). Factors affecting student participation in the online learning environment at the Open University of Hong Kong. Journal of Distance Education, 21(3), 23-38.
  • Daniel, J. (2000) Future of Online Learning. 17 Ekim 2008 tarihinde http://www.open.ac.uk/johndanielspeeches/speeches.html adresinden erişilmiştir.
  • Hrastinski, S. (2008). What is online learner participation? A literature review. Computers & Education, 51, 1755-1765.
  • Hrastinski, S. (2009). A theory of online learning as online participation. Computers & Education, 52, 78-82.
  • Johnson, J. L. (1997). Generalizability in qualitative research: Excavating the discourse. In Morse, J. M. (Ed.) Completing a Qualitative Project: Details and Dialogue. California: SAGE Publications.
  • Li, W. & Zheng, Y. (2012). Research on online learner participation in a web-based course. Int. J. Cont. Engineering Education and Life-Long Learning, 22(1/2), 59-72.
  • Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. San Francisco: Jossey-Bass Publishers.
  • Michinov, N., Brunot, S., Le Bohec, O., Juhel, J., & Delaval, M. (2011). Procrastination, participation, and performance in online learning environments. Computers & Education, 56, 243–252.
  • Patton, M. Q. (1990). Qualitative evaluation and research methods. 2nd edition. Sage Publications, Newbury Park, CA.
  • Thorne, K. (2003). Blended learning: How to integrate online and traditional learning. London: Kogan Page.
  • Vonderwell, S., & Zachariah, S. (2005). Factors that influence participation in online learning. Journal of Research on Technology in Education, 38(2), 213-230.
  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
  • Wise, A. F., Perera, N., Hsiao, Y. T., Speer, J., & Marbouti, F. (2012). Microanalytic case studies of individual participation patterns in an asynchronous online discussion in an undergraduate blended course. Internet and Higher Education, 15, 108–117.
  • Wong, B., Nguyen, T. T., Chang, E., & Jayaratna, N. (2003). Usability Metrics for E-Learning. Workshop on Human Computer Interface for Semantic Web and Web Applications, Springer-Verlag, Heidelberg, Germany, LNCS No. 2889. 235-252.Yıldırım, A. ve Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • -
  • Yıldırım, K. (2010). Nitel araştırmalarda niteliği artırma. İlköğretim Online, 9(1), 79-92.
  • Yükseltürk, E. (2010). An investigation of factors affecting student participation level in an online discussion forum. TOJET: The Turkish Online Journal of Educational Technology, 9(2), 24-32.

Karma Öğrenme Ortamlarında Çevrimiçi Öğrenen Katılımı

Yıl 2014, , 42 - 57, 20.10.2014

Selay Arkün Kocadere , Arif Altun

https://doi.org/10.17943/etku.52341

Öz

Bu çalışmada karma öğrenme ortamlarında çevrimiçi katılım sağlamanın ve sağlamamanın sebeplerini ele alan nitel bir araştırmaya yer verilmektedir. Çalışma grubunu, karma öğrenme ortamlarına dair deneyimi bulunan 14 lisansüstü öğrencisi oluşturmaktadır. Çalışma kapsamında yarı yapılandırılmış bireysel görüşmeler ve odak grup görüşmesi yapılmış, veriler nitel analiz programlarından biri olan NVivo ile kodlanmıştır. Hem katılım sağlama, hem sağlamama için veriler isteyerek ve istemeden katılım olmak üzere iki temaya ayrılmıştır. Çalışma sonunda; isteyerek katılım için, ihtiyaç ve ilgi; istemeden katılım için, sorumluluk ve baskı katılım sağlamayı etkileyen nedenler olarak belirlenmiştir. İsteyerek katılmama durumu için ihtiyaç duymama, ilgi çekmeme, kötü tasarım, yüz yüze imkânı; istemeden katılım sağlamama için ise iş yükü, zaman darlığı, çekinme ve baskı neden olarak belirlenmiştir.

Anahtar Kelimeler

Çevrimiçi öğrenen katılımı karma öğrenme çevrimiçi katılım nitel araştırma

Kaynakça

  • Arkün, S. (2011). Fakülte – okul işbirliği için sosyal medya tabanlı bir modelin geliştirilmesi: Okul uygulamaları örneği. Yayınlanmamış doktora tezi. Hacettepe Üniversitesi.
  • Anthony, K. V. (2012). Analyzing The Influences Of Course Design And Gender On Online Participation. Online Journal of Distance Learning Administration, 15(3).
  • Bogdan, R. C., & Biklen, S. K. (1992). Qualitative research for education: An Introduction to Theory and Methods. 2nd edition. Allyn and Bacon, Needham Heights, MA.
  • Chan, M., S. & Waugh, R., F. (2007). Factors affecting student participation in the online learning environment at the Open University of Hong Kong. Journal of Distance Education, 21(3), 23-38.
  • Daniel, J. (2000) Future of Online Learning. 17 Ekim 2008 tarihinde http://www.open.ac.uk/johndanielspeeches/speeches.html adresinden erişilmiştir.
  • Hrastinski, S. (2008). What is online learner participation? A literature review. Computers & Education, 51, 1755-1765.
  • Hrastinski, S. (2009). A theory of online learning as online participation. Computers & Education, 52, 78-82.
  • Johnson, J. L. (1997). Generalizability in qualitative research: Excavating the discourse. In Morse, J. M. (Ed.) Completing a Qualitative Project: Details and Dialogue. California: SAGE Publications.
  • Li, W. & Zheng, Y. (2012). Research on online learner participation in a web-based course. Int. J. Cont. Engineering Education and Life-Long Learning, 22(1/2), 59-72.
  • Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. San Francisco: Jossey-Bass Publishers.
  • Michinov, N., Brunot, S., Le Bohec, O., Juhel, J., & Delaval, M. (2011). Procrastination, participation, and performance in online learning environments. Computers & Education, 56, 243–252.
  • Patton, M. Q. (1990). Qualitative evaluation and research methods. 2nd edition. Sage Publications, Newbury Park, CA.
  • Thorne, K. (2003). Blended learning: How to integrate online and traditional learning. London: Kogan Page.
  • Vonderwell, S., & Zachariah, S. (2005). Factors that influence participation in online learning. Journal of Research on Technology in Education, 38(2), 213-230.
  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
  • Wise, A. F., Perera, N., Hsiao, Y. T., Speer, J., & Marbouti, F. (2012). Microanalytic case studies of individual participation patterns in an asynchronous online discussion in an undergraduate blended course. Internet and Higher Education, 15, 108–117.
  • Wong, B., Nguyen, T. T., Chang, E., & Jayaratna, N. (2003). Usability Metrics for E-Learning. Workshop on Human Computer Interface for Semantic Web and Web Applications, Springer-Verlag, Heidelberg, Germany, LNCS No. 2889. 235-252.Yıldırım, A. ve Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • -
  • Yıldırım, K. (2010). Nitel araştırmalarda niteliği artırma. İlköğretim Online, 9(1), 79-92.
  • Yükseltürk, E. (2010). An investigation of factors affecting student participation level in an online discussion forum. TOJET: The Turkish Online Journal of Educational Technology, 9(2), 24-32.
Toplam 20 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Selay Arkün Kocadere

Arif Altun

Yayımlanma Tarihi 20 Ekim 2014
Yayımlandığı Sayı Yıl 2014

Kaynak Göster

APA Arkün Kocadere, S., & Altun, A. (2014). Karma Öğrenme Ortamlarında Çevrimiçi Öğrenen Katılımı. Eğitim Teknolojisi Kuram Ve Uygulama, 4(2), 42-57. https://doi.org/10.17943/etku.52341