BibTex RIS Kaynak Göster

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Yıl 2014, Cilt: 29 Sayı: 29-1, 47 - 60, 23.07.2014

Salih Bardakcı Turgay Alakurt , Hafize Keser

Öz

The main purpose of this study was to examine students’ roles and behaviors that take place under these roles in online learning environments. The research group consisted of 11 graduate students in a blended course (i.e., they received face to face instruction in the classroom and used web-based materials). Three hundred and ninety-one messages posted by students were analyzed. According to results, in an online learning environment, students act out two basic objectives: “developing group process and implementing group works”. Under two objectives, eight roles (supervisor, atmosphere constructor, reminder, information provider, instructor, opinion provider, trouble-maker, problem solver) and fifteen behaviors related to these roles has emerged. Of eight identified roles, the most common were opinion provider and atmosphere constructor. In addition, both in terms of participation status and collaboration behaviors, students were more active in the discussions that started by them.

Anahtar Kelimeler

Online learning environment social interaction students’ online roles and behaviors.

Kaynakça

  • Ardichvili, AS., Maurer, M., Li, W., Wentling, T., & Stuedemann, R. (2006). Cultural influences on knowledge sharing through online communities of practice. Journal of Knowledge Management, 10(1), 94-107.
  • Beuchot, A., & Bullen, M. (2005). Interaction and interpersonality in online discussion forums. Distance Education, 26(1), 67-87.
  • Blignuat, S., & Troppil, S. R. (2003). Developing a taxonomy of faculty participation in asynchronous learning environments:an exploratory investigation. Computers & Education, 41, 149-172.
  • Bullen, M. (1997). A case study of participation and critical thinking in a university-level course delivered by computer conferencing (Unpublishing doctoral dissertation). University of British Columbia, Vacouver, Canada. Chang, C. K., Chen, G. D., & Li, L. Y. (2006). Constructing a community of practice to improve coursework activity. Computers & Education, 50,235-247.
  • Croncé, J. C. (2001). Metaphors and models in internet-based learning, Computers & Education, 37, 241-256.
  • De Wever, B., Schellens, T., Valcke, Van Keer, H. (2006). Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review. Computers & Education, 46, 6-28.
  • Glava, C., & Glava, A. (2011). Development of metacognitive behavior of future teacher students through electronic learning diaries as means of self reflection. Procedia Computer Science 3, 649-653.
  • Goodwin, R. (1999). Personal relationships across cultures. London : Routledge.
  • Gudykunst, W. B., & Ting-Toomey, S. (1996). Communication in personal relationships across cultures: An introduction. In W. B.Gudykunst, S.Ting-Toomey, & T.Nishida (Eds.), Communication in personal relationships across cultures (pp. 3-16). Thousand Oaks , CA : Sage.
  • Henri, F. (1992). Computer conferencing and content analysis. In A. R. Kaye (Ed.). Collaborative learnng through computer conferencing. The Najadan Papers (pp.117-136). London: Springer-Verlag.
  • Ingram, A. L., Hathorn, L. G., & Evans, A. (2000). Beyond chat on the internet. Computers & Education, 35, 21–35.
  • Jin, Q. (2002). Design of a virtual community based interactive learning environment. Information Sciences, 140, 1711
  • Jonassen, D. H., & Known, H. I. (2001). Communication patterns in the computer-mediated and face-to-face group problem solving. Educational Technology Research & Development, 49, 35-51.
  • Kanuka, H., & Anderson, T. (1998). On-line interchange, discord, and knowledge contruction. Journal of Distance Education, 13(1), 57-74.
  • Kear, K. (2001). Following the thread in computer conferences. Computers & Education, 37, 81-99.
  • Kim, K., & Bonk, C.J. (2006). Cross-cultural comparisons of online collaboration. Journal of Computer-mediated Communication, 8(1). [Available online at: http://jcmc.indiana.edu/vol8/issue1/kimandbonk.html], Retireved on December 20, 2012.
  • Kneser, C., & Pilkington, R., & Tresasure-Jones, T. (2001). The tutor’s role: An investigation of the power of exchange structure analysis to identify different roles in cmc seminars. International Journal of Artificial Intelligence in Education, 12, 63-84.
  • Lin, F., Lin, S., & Haung, T. (2008). Knowledge sharing and creation in a teachers’ professional virtual community. Computers & Education, 50, 742-756
  • Lin, F., Lin, S., & Huang, T. (2008). Knowledge sharing and creation in a teachers’ professional virtual community. Computers & Education 50, 742-756.
  • Ludwig-Hardman, S., & Wooley, S. (2000). Online learning communities: Vehicles for collaboration and learning in online learning environments. Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunication, 1556-1558.
  • McLoughlin, C. (1999). Culturally responsive technology use: developing an on-line community of learners. British Journal of Educational Technology, 30(3), 231-243.
  • Selwyn, N. (2000). Creating a ‘‘connected’’ community? Teachers’ use of an electronic discussion group. Teachers College Record, 102(4), 750-778.
  • Stahl, G. (2004). Building collaborative knowing: contributions to a social theory of CSCL. In J. W. Strijbos, P. Kichner, & R.L. Martens (Eds.). What we know about CSCL in higher education. Amsterdam: Kluwer.
  • Strijbos, J., Martens, R. L., Prins, F.J., & Jochems, W.M.G. (2006). Content analysis: What are they talking about? Computers & Education 46, 29-48.
  • Şimşek, N. (2006). Uzaktan öğretim sistemlerindeki çevrimiçi etkileşimlerin yapısal çözümleme yoluyla modellenmesi. Eğitim Bilimleri ve Uygulama, 5(9), 3-18.
  • Tseng, H. W., Yeh, H. (2013). Team members’ perceptions of online teamwork learning experiences and building teamwork trust: A qualitative study. Computer & Education, 63, 1-9.
  • Walls, J. (1994). Global networking for local development: Task focus and relationship focus in cross-cultural communication. In L. M. Harrasim (Ed). Global Networks: Computers and international communication (pp.153-166) Cambridge, Ma: Global Networks MIT Press.
  • Weinberger, A., & Fischer, F. (2005). A framework to analyze argumentative knowledge construction in computersupported collaborative learning. Computer & Education, 46(1), 71-95.
  • Woolley, S. & Ludwig-Hardman, S. (2000). Online learning communities: Vehicles for collaboration and learning in online learning environments. In J. Bourdeau & R. Heller (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 1556-1558). Chesapeake, VA: AACE.
  • Yang, F., Wang, M., Shen, R., & Han, P. (2007). Community-organizing agent: An artificial intelligent system for building learning communities among large number of learners. Computers & Education, 49, 131-147.
  • Yeh, Y. (2010). Analyzing online behaviors, roles, and learning communities via online discussions. Educational Technology & Society, 13(1), 140-151.

Çevrimiçi Öğrenme Ortamında Öğrenci Rol ve Davranışları

Yıl 2014, Cilt: 29 Sayı: 29-1, 47 - 60, 23.07.2014

Salih Bardakcı Turgay Alakurt , Hafize Keser

Öz

Araştırmada öğrencilerin çevrimiçi öğrenme ortamında üstlendikleri roller ve bu roller altında ortaya koydukları davranış biçimleri betimlenmeye çalışılmıştır. Bu doğrultuda, eğitim teknolojisi alanında yüksek lisans öğrenimine devam eden 11 öğrenci tarafından, bir harmanlanmış öğrenme uygulaması kapsamında, 12 hafta boyunca gerçekleştirilen çevrimiçi tartışmalara ilişkin 391 kayıt, Yeh (2010) çevrimiçi öğrenme ortamında öğrenci rol ve davranışları modeli çerçevesinde çözümlenmiştir. Araştırma sonucunda öğrencilerin çevrimiçi ortamda üstlendikleri roller ve bu roller altında gösterdikleri davranışların “grup işleyişini sürdürme/geliştirme ve grup çalışmalarını tamamlama ”gibi iki temel amaç altında toplandığı görülmüştür. Bu iki amaç altında; yöneticilik/yönlendiricilik, atmosfer yapılandırıcılık, hatırlatıcılık, bilgi sağlayıcılık, öğreticilik/açıklayıcılık, görüş sağlayıcılık, sorun çıkarıcılık ve sorun çözücülük olarak sekiz farklı rol ve bu rollere ilişkin 15 farklı davranış biçimi ortaya çıkmıştır. Ortamda en yoğun biçimde görüş sağlayıcılık ve atmosfer yapılandırıcılık rolleri gözlemlenmiştir. Yanı sıra, hem katılım durumları hem de ortaklaşa çalışma davranışları açısından öğrencilerin kendi açtıkları tartışmalarda daha etkin oldukları görülmüştür.

Anahtar Kelimeler

Çevrimiçi öğrenme ortamı sosyal etkileşim öğrencilerin çevrimiçi rol ve davranışları.

Kaynakça

  • Ardichvili, AS., Maurer, M., Li, W., Wentling, T., & Stuedemann, R. (2006). Cultural influences on knowledge sharing through online communities of practice. Journal of Knowledge Management, 10(1), 94-107.
  • Beuchot, A., & Bullen, M. (2005). Interaction and interpersonality in online discussion forums. Distance Education, 26(1), 67-87.
  • Blignuat, S., & Troppil, S. R. (2003). Developing a taxonomy of faculty participation in asynchronous learning environments:an exploratory investigation. Computers & Education, 41, 149-172.
  • Bullen, M. (1997). A case study of participation and critical thinking in a university-level course delivered by computer conferencing (Unpublishing doctoral dissertation). University of British Columbia, Vacouver, Canada. Chang, C. K., Chen, G. D., & Li, L. Y. (2006). Constructing a community of practice to improve coursework activity. Computers & Education, 50,235-247.
  • Croncé, J. C. (2001). Metaphors and models in internet-based learning, Computers & Education, 37, 241-256.
  • De Wever, B., Schellens, T., Valcke, Van Keer, H. (2006). Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review. Computers & Education, 46, 6-28.
  • Glava, C., & Glava, A. (2011). Development of metacognitive behavior of future teacher students through electronic learning diaries as means of self reflection. Procedia Computer Science 3, 649-653.
  • Goodwin, R. (1999). Personal relationships across cultures. London : Routledge.
  • Gudykunst, W. B., & Ting-Toomey, S. (1996). Communication in personal relationships across cultures: An introduction. In W. B.Gudykunst, S.Ting-Toomey, & T.Nishida (Eds.), Communication in personal relationships across cultures (pp. 3-16). Thousand Oaks , CA : Sage.
  • Henri, F. (1992). Computer conferencing and content analysis. In A. R. Kaye (Ed.). Collaborative learnng through computer conferencing. The Najadan Papers (pp.117-136). London: Springer-Verlag.
  • Ingram, A. L., Hathorn, L. G., & Evans, A. (2000). Beyond chat on the internet. Computers & Education, 35, 21–35.
  • Jin, Q. (2002). Design of a virtual community based interactive learning environment. Information Sciences, 140, 1711
  • Jonassen, D. H., & Known, H. I. (2001). Communication patterns in the computer-mediated and face-to-face group problem solving. Educational Technology Research & Development, 49, 35-51.
  • Kanuka, H., & Anderson, T. (1998). On-line interchange, discord, and knowledge contruction. Journal of Distance Education, 13(1), 57-74.
  • Kear, K. (2001). Following the thread in computer conferences. Computers & Education, 37, 81-99.
  • Kim, K., & Bonk, C.J. (2006). Cross-cultural comparisons of online collaboration. Journal of Computer-mediated Communication, 8(1). [Available online at: http://jcmc.indiana.edu/vol8/issue1/kimandbonk.html], Retireved on December 20, 2012.
  • Kneser, C., & Pilkington, R., & Tresasure-Jones, T. (2001). The tutor’s role: An investigation of the power of exchange structure analysis to identify different roles in cmc seminars. International Journal of Artificial Intelligence in Education, 12, 63-84.
  • Lin, F., Lin, S., & Haung, T. (2008). Knowledge sharing and creation in a teachers’ professional virtual community. Computers & Education, 50, 742-756
  • Lin, F., Lin, S., & Huang, T. (2008). Knowledge sharing and creation in a teachers’ professional virtual community. Computers & Education 50, 742-756.
  • Ludwig-Hardman, S., & Wooley, S. (2000). Online learning communities: Vehicles for collaboration and learning in online learning environments. Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunication, 1556-1558.
  • McLoughlin, C. (1999). Culturally responsive technology use: developing an on-line community of learners. British Journal of Educational Technology, 30(3), 231-243.
  • Selwyn, N. (2000). Creating a ‘‘connected’’ community? Teachers’ use of an electronic discussion group. Teachers College Record, 102(4), 750-778.
  • Stahl, G. (2004). Building collaborative knowing: contributions to a social theory of CSCL. In J. W. Strijbos, P. Kichner, & R.L. Martens (Eds.). What we know about CSCL in higher education. Amsterdam: Kluwer.
  • Strijbos, J., Martens, R. L., Prins, F.J., & Jochems, W.M.G. (2006). Content analysis: What are they talking about? Computers & Education 46, 29-48.
  • Şimşek, N. (2006). Uzaktan öğretim sistemlerindeki çevrimiçi etkileşimlerin yapısal çözümleme yoluyla modellenmesi. Eğitim Bilimleri ve Uygulama, 5(9), 3-18.
  • Tseng, H. W., Yeh, H. (2013). Team members’ perceptions of online teamwork learning experiences and building teamwork trust: A qualitative study. Computer & Education, 63, 1-9.
  • Walls, J. (1994). Global networking for local development: Task focus and relationship focus in cross-cultural communication. In L. M. Harrasim (Ed). Global Networks: Computers and international communication (pp.153-166) Cambridge, Ma: Global Networks MIT Press.
  • Weinberger, A., & Fischer, F. (2005). A framework to analyze argumentative knowledge construction in computersupported collaborative learning. Computer & Education, 46(1), 71-95.
  • Woolley, S. & Ludwig-Hardman, S. (2000). Online learning communities: Vehicles for collaboration and learning in online learning environments. In J. Bourdeau & R. Heller (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 1556-1558). Chesapeake, VA: AACE.
  • Yang, F., Wang, M., Shen, R., & Han, P. (2007). Community-organizing agent: An artificial intelligent system for building learning communities among large number of learners. Computers & Education, 49, 131-147.
  • Yeh, Y. (2010). Analyzing online behaviors, roles, and learning communities via online discussions. Educational Technology & Society, 13(1), 140-151.
Toplam 31 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Salih Bardakcı Bu kişi benim

Turgay Alakurt

Hafize Keser Bu kişi benim

Yayımlanma Tarihi 23 Temmuz 2014
Yayımlandığı Sayı Yıl 2014 Cilt: 29 Sayı: 29-1

Kaynak Göster

APA Bardakcı, S., Alakurt, T., & Keser, H. (2014). Çevrimiçi Öğrenme Ortamında Öğrenci Rol ve Davranışları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(29-1), 47-60.