BÖTE Öğretmen Adaylarının Çevrimiçi İşbirlikli Öğrenmeye Dönük Tutumları ve Görüşleri

Yıl 2013, Cilt: 12 Sayı: 1, 283 - 294, 26.06.2013

Özgen Korkmaz

Öz

Bu araştırmanın amacı, BÖTE öğretmen adaylarının çevrimiçi işbirlikli öğrenmeye dönük tutumlarını ve görüşlerini belirlemektir. Araştırma, tarama modelinde yürütülen betimsel nitelikli hem nitel hem de nicel bir çalışmadır. Araştırmanın çalışma grubunu nicel veriler için 599, nitel verileri için 16 BÖTE öğretmen adayı oluşturmaktadır. Araştırma verileri “Çevrimiçi İşbirlikli Öğrenme Tutum Ölçeği” (α=0,904) ve üç açık uçlu soru kullanılarak toplanmıştır. Toplanan veriler üzerinde doküman incelemesi, t testi ve tek yönlü varyans analizi ve LSD testleri kullanılmıştır (p < 0,05). Özetle şu sonuçlara ulaşılmıştır: BÖTE öğretmen adaylarının çevrimiçi işbirlikli öğrenmeye dönük tutumları “yüksek” düzeyde ve olumludur. Cinsiyet, öğretmen adaylarının çevrimiçi işbirlikli öğrenmeye dönük tutumları üzerinde etkili değildir; ancak deneyim etkilidir. Öğrencilere göre gruptaki bireylerin sorumluluklarını yerine getirmeleri durumunda yapılan çevrimiçi işbirliği hem akademik başarıya hem de kişisel gelişime katkı sağlamaktadır. Sonuç olarak öğrenme-öğretme ortamlarında çevrimiçi işbirliğine dayalı uygulamalara mümkün olduğunda sık yer verilmesi önerilmektedir

Anahtar Kelimeler

İşbirlikli öğrenme, çevrimiçi ortamlar, grup çalışması

CEIT Teacher Candidates\' Attitude toward Online Collaborative Learning and Their Opinions

Öz

The purpose of this study is to determine the Computer Education and Instructional Technology (CEIT) teacher candidates’ attitude toward online collaborative learning. This research is conducted both qualitatively and quantitatively. The study sample consists of 599 CEIT teacher candidates for quantitative data and 16 CEIT teacher candidates for qualitative data. The “Online Cooperative Learning Attitude Scale” developed by the researcher and 3 open–ended questions were used for data gathering. The scores were subjected to arithmetic means, standard deviation, t-test, one way analysis of variance (ANOVA) and LSD test (p<0.05). As a result: CEIT Teacher Candidates have high level attitude toward online collaborative learning. Gender does not affect attitude, but experience affects it. According to students; online collaborative learning activates not only improve academic achievement, but also individual development in case each individual fulfills their responsibilities. According to this, it can be recommended that online collaborative learning activities might be used in teaching-learning environments as often as possible.

Anahtar Kelimeler

Collaborative learning, online environment, group activity

Kaynakça

• Amhag, L., & Jakobsson, A. (2009). Collaborative learning as a collective competence when students use the potential of meaning in asynchronous dialogues. Computers & Education, 52(3), 656–667.
• Baran, B., & Keleş, E. (2011). Case study discussion experiences of computer education and instructional technologies students about instructional design on an asynchronous environment. The Turkish Online Journal of Educational Technology, 10(1): 58-70.
• Biasutti, M. (2011). The student experience of a collaborative e-learning university module. Computers & Education, 57, 1865–1875.
• Büyüköztürk, Ş. (2002). Sosyal bilimler için veri analizi el kitabı. Ankara: PegemA Yayınları.
• Curran-Smith, J., Raza Abidi, S.S., & Forgeron, P. (2005). Towards a collaborative learning environment for children’s pain management: Leveraging an online discussion forum. Health Informatics Journal, 11(1), 19-31.
• Dewiyanti, S., Brand-Gruwel, S., Jochems, W. & Broers, N. J. (2007). Students’ experiences with collaborative learning in asynchronous computer-supported collaborative learning environments. Computers in Human Behavior, 23(1), 496–514.
• Eroğlu, A. (2008). Faktör analizi. In: Kalaycı, Ş. (ed), SPSS Uygulamalı Çok Değişkenli İstatistik Teknikleri, Ankara: Asil Yayınları.
• Geray, H. (2006). Toplumsal Araştırmalarda Nicel ve Nitel Yöntemlere Giriş. 2. Baskı. Siyasal Kitabevi, Ankara.
• Gerçek, C., Yılmaz, M., Köseoğlu, P. ve Soran, H. (2006). Biyoloji Eğitimi Öğretmen Adaylarının Öğretiminde Öz-Yeterlik İnançları, Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 3 (1), 57Hew, K., & Cheung, W. (2008). Attracting student participation in asynchronous online discussions: a case study of peer facilitation. Computers & Education, 51(3), 1111–1124.
• Johnson, D. W., Johnson, R. T. & Smith, K. (2007). The state of cooperative learning in postsecondary and professional settings. Educational Psychology Review, 19(1), 15–29.
• Johnson, R., Hornik, S., & Salas, E. (2008). An empirical examination of factors contributing to the creation of successful e-learning environments. International Journal of Human-Computer Studies, 66(5), 365–369.
• Jones, A., & Issroff, K. (2005). Learning technologies: affective and social issues in computer-supported collaborative learning. Computers & Education, 44(4), 395–408.
• Jung, I. (2000). Enhancing teaching and learning through research: focusing on web-based distance education. Enhancing Learning and Teaching through Research 1, CRIDALA 2000, The Open University of Hong Kong21 - 24 June, 2000
• Kitchen, D., & McDougall, D. (1998). Collaborative learning on the Internet. Journal of Educational Technology Systems, 27(3), 245.
• Korkmaz, Ö. (2012). A Validity and Reliability Study of the Online Cooperative Learning Attitude Scale (OCLAS). Computer & Education, 46(4):1162-1169
• Korkmaz, Ö., & Yesil, R. (2011). Evaluation of achievement, attitudes towards technology using and opinions about group work among students working in gender based groups. Gazi University Journal of Gazi Education Faculty, 31(1), 201-229.
• Kumaran, T.(2009). The effects of cooperative learning on preschoolers’ mathematics problem-solving ability. Educational Studies in Mathematics, 72,325–340.
• Law, Y. (2011). The effects of cooperative learning on enhancing Hong Kong fifth graders’ achievement goals, autonomous motivation and reading proficiency. Journal of Research in Reading, 34(4), 402– 4
• Lukosch, S. (2007). Facilitating shared knowledge construction in collaborative learning. Informatica. 31. 167-1
• Maushak, N.J., & Ou, C. (2007). Using synchronous communication to facilitate graduate students' online collaboration. The Quarterly Review of Distance Education. 8(2), 161-169.
• Nam, C.W., & Zellner,R.D. (2011). The relative effects of positive interdependence and group processing on student achievement and attitude in online cooperative learning. Computers & Education, 56, 680– 6
• Sarsar, F. (2008). Çevrimiçi öğrenme ortamlarında işbirlikli öğrenmenin öğretmen adaylarının sosyal becerilerine etkisi. Yayınlanmamış Yüksek Lisans Tezi. Ege Üniversitesi, Fen Bilimleri Enstitüsü.
• Selçuk, Z. (1999). Eğitim Psikolojisi: Gelişim ve Öğrenme. Ankara: Nobel Yayınevi.
• Senemoğlu, N. (2007). Gelişim, Öğrenme ve Öğretim: Kuramdan Uygulamaya. Ankara: Gönül Matbaacılık. Sharan, Y. (2010).Cooperative learning for academic and social gains: valued pedagogy, problematic practice. European Journal of Education, 45(2), 300-21, So, H. J., & Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: relationships and critical factors. Computers & Education, 51(1), 318–336.
• Tarim, K. (2009). The effects of cooperative learning on preschoolers’ mathematics problem-solving ability. Educ Stud Math, 72:325–340.
• Veenman, S., Benthum, N., Bootsma, D., Dieren, J., & Kemp, N. (2002).Cooperative learning and teacher Education. Teaching and Teacher Education, 18, 87–103.
• Wang, D., Lin, S.S.J., & Sun, C. (2007). DIANA: A computer-supported heterogeneous grouping system for teachers to conduct successful small learning groups. Computers in Human Behavior, 23, 1997– 20
• Wang, S. K., & Reeves, T. C. (2001). The effects of a web-based learning environment on student motivation in a high school earth science course. Educational Technology Research and Development, 54(6), 597–621.
• Yaverbaum, G. J., & Ocker, R. J. (1998). Problem solving in the virtual classroom: A study of student perceptions related to collaborative learning techniques. Paper presented at the WebNet 98 World Conference of the WWW, Internet and Intranet, Orlando, FL.
• Yeşilyurt, E. (2009). The Views of students on the effect of cooperative learning on student behaviors. Fırat University Journal of Social Science, 19(2), 161-178.
• Yeşilyurt, E. (2010). Evaluation of the Suitability of teacher candidates’ qualities to cooperative learning method. Dicle University, Journal of Ziya Gökalp Educational Faculty, 14, 25-37.
• Yıldırım, A., & Şimşek, H. (2000). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. 2. baskı. Ankara: Seçkin Yayınevi.
• Zhi, E., & Liu, F. (2007). Colloquium. Developing a personal and group-based learning portfolio system. British Journal of Educational Technology, 38 (6), 1117-1121.