YÖNLENDİRİLMİŞ TARTIŞMA KULLANILAN BLOG ORTAMLARINDA ÖĞRENCİLERİN DERS MEMNUNİYETİNİ ETKİLEYEN FAKTÖRLERİN İNCELENMESİ
Bu
çalışmanın amacı, blog ortamında yönlendirilmiş tartışma kullanımını
öğrencilerin ders memnuniyetlerini etkileyen faktörler açısından incelemektir.
Örneklem olarak sınıflardan biri deney, diğeri kontrol olmak üzere iki grup
belirlenmiştir. Deney grubu öğrencilerine blog ortamında yönlendirilmiş
tartışma kullanılarak uygulama yapılmıştır. Araştırmada her iki gruptaki öğrencilerin
ders kapsamında yer alan konularla ilgili hazırladıkları ders materyallerini ve
raporlarını blog ortamında paylaşmaları istenmiştir. Deney grubunun eşzamansız
(asenkron) yönlendirilmiş tartışmalara katılmaları zorunlu tutulmuş ve
katılımlarının kalitesi hakkında araştırmacılar tarafından hızlı bir şekilde
dönüt verilmiştir. Deney öncesinde ve sonrasında her bir faktör için
oluşturulmuş anket dağıtılarak toplanan veriler çalışmanın veri kaynağını
oluşturmuştur. Elde edilen bulgulara göre öğrencilerin blog ve akran
değerlendirme inançlarına yönlendirilmiş tartışma etkisi anlamlı bulunmamıştır.
Ayrıca, öğrenme algısı, topluluk hissi, işbirlikli öğrenme ve yönlendirilmiş
tartışma değişkenlerinin ders memnuniyetini sırasıyla yordayan değişkenler olduğu
tespit edilmiştir. Analizler sonucunda öğrencilerin ders memnuniyeti
puanlarının blog, akran değerlendirme inancı ve çoklu ortam özelliklerini
düzenleyebilme inancı değişkenine göre farklılaşmadığı; diğer bir ifadeyle
öğrencilerin ders memnuniyeti puanlarının, blog, akran değerlendirme ve çoklu
ortam özelliklerini düzenleyebilme inancından etkilenmediği görülmüştür.
USE OF THREADED DISCUSSION IN BLOG ENVIRONMENT WITH RESPECT TO FACTORS AFFECTING STUDENTS’ COURSE SATISFACTION
The aim of this study is to examine the use of threaded discussions in
the blog environment in terms of the factors affecting student course
satisfaction. Experimental and control groups were selected, and the students
in the experimental group participated in threaded discussions in the blog
environment. In the study, students in both groups were asked to share, in the
blog environment, their course materials and reports about the subjects
included in the course. The experimental group was asked to participate in
asynchronous threaded discussions, and feedback about the quality of their
participation was rapidly provided by the researchers. The data, collected
before and after the experiment, were distributed online. According to the
findings, the effect of threaded discussions on students’ beliefs about blogs
and peer review was not significant, and perceived learning, sense of community,
collaborative learning, and threaded discussion were the variables that
predicted course satisfaction. The students’ satisfaction scores were not
affected by their beliefs about blogs, peer review, and their ability to
organize multimedia features.
Kaynakça
Alavi, M. (1994). Computer-mediated collaborative learning: An empirical evaluation. MIS Quarterly, 18(2), 159–174.
Allen, I. E., & Seaman, J. (2003). Sizing the opportunity: The quality and extent of online education in the United States, 2002 and 2003. Retrieved from http://www.sloan-c.org/resources/sizing_opportunity.pdf
Arend, B. (2009). Encouraging critical thinking in online threaded discussions. Journal of Educators Online, 6(1). Retrieved from http://www.thejeo.com/Archives/Volume6Number1/Arendpaper.pdf
Ateş, A. (2010). Educational software evaluation scale: Validity and reliability study. Eğitim Teknolojileri Araştırmaları Dergisi, 2(1). Retrieved from http://www.acarindex.com/dosyalar/makale/acarindex-1423877256.pdf
Barnard, L., Paton, V. O., & Rose, K. (2007). Perceptions of online course communications and collaboration. Online Submission, 10(4). Retrieved from https://www.westga.edu/~distance/ojdla/winter104/barnard104.html
Brescia, W. F., & Miller, M. T. (2006). What’s it worth? The perceived benefits of instructional blogging. Electronic Journal for the Integration of Technology in Education, 5(1), 44–52.
Brooks, C. D., & Jeong, A. (2006). Effects of pre‐structuring discussion threads on group interaction and group performance in computer‐supported collaborative argumentation. Distance Education, 27(3), 371–390. doi: 10.1080/01587910600940448
Churchill, D. (2009). Educational applications of Web 2.0: Using blogs to support teaching and learning. British Journal of Educational Technology, 40(1), 179–183. doi:10.1111/j.1467-8535.2008.00865.x
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco: John Wiley & Sons.
Delialioglu, O., & Yildirim, Z. (2007). Design and development of a technology enhanced hybrid instruction based on MOLTA model: Its effectiveness in comparison to traditional instruction. Computers & Education, 51(1), 474–483. doi:10.1016/j.compedu.2007.06.006
Divitini, M., Haugalokken, O., & Morken, E. M. (2005). Blog to support learning in the field: Lessons learned from a fiasco. In Proceedings of the Fifth IEEE International Conference on Advanced Learning Technologies (pp. 219-221), Retrieved from https://ieeexplore.ieee.org/document/1508655
Drennan, J., Kennedy, J., & Pisarski, A. (2005). Factors affecting student attitudes toward flexible online learning in management education. The Journal of Educational Research, 98(6), 331–338. doi: 10.3200/JOER.98.6.331-338
Drouin, M. A. (2008). The relationship between students’ perceived sense of community and satisfaction, achievement, and retention in an online course. Quarterly Review of Distance Education, 9(3), 267–284.
Field, A. (2009). Discovering statistics using SPSS (3rd ed.). California: Sage.
Fredericksen, E., Pickett, A., Shea, P., Pelz, W., & Swan, K. (2000). Student satisfaction and perceived learning with online courses: Principles and examples from the SUNY learning network. Journal of Asynchronous Learning Networks, 4(2), 7–41.
Gagné, R. (1985). The conditions of learning and theory of instruction (4th ed.). New York: Holt, Rinehart, and Winston.
Gunawardena, C. N., Linder-VanBerschot, J. A., LaPointe, D. K., & Rao, L. (2010). Predictors of learner satisfaction and transfer of learning in a corporate online education program. The American Journal of Distance Education, 24(4), 207–226. doi: 10.1080/08923647.2010.522919
Haythornthwaite, C. (2006). Facilitating collaboration in online learning. Journal of Asynchronous Learning Networks, 10(1), 7–24.
Hemphill, S. S. (2011). Social constructivist learning, sense of community, and learner satisfaction in asynchronous courses. (Unpublished PhD thesis), Capella University, MN.
Horzum, M. B., Kaymak, Z. D., & Güngören, O. C. (2015). Structural equation modeling towards online learning readiness, academic motivations, and perceived learning. Educational Sciences: Theory & Practice, 15(3), 759–770. doi: 10.12738/estp.2015.3.2410
Karasar, N. (2014). Kavramlar [Concepts]. Teknikler ve İlkeler (27. Baskı) [Techniques and Principles (27th ed.)]. Ankara: Nobel Yayınevi.
Kubincová, Z., Homola, M., & Bejdová, V. (2013). Motivational effect of peer review in blog-based activities. Proceedings of Advances in Web-Based Learning (ICWL 2013), 8167: 194–203. doi:10.1007/978-3-642-41175-5_20
Kuo, Y. C., Walker, A. E., Schroder, K. E. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35–50. doi: 10.1016/j.iheduc.2013.10.001
Kuruçay, M. (2015). Examining the effects of learner-learner interaction on students’ perceptions of collaboration, sense of community, satisfaction, perceived learning and achievement in an online undergraduate course. (Unpublished PhD thesis), Texas Tech University, TX.
Lee, S. W. Y., & Tsai, C. C. (2011). Students’ perceptions of collaboration, self-regulated learning, and information seeking in the context of Internet-based learning and traditional learning. Computers in Human Behavior, 27(2), 905–914. doi:10.1016/j.chb.2010.11.016
Lewis, J. L. M. (2011). The computer ate my classroom: Assessing student interactions, perceived learning, and satisfaction in online community college career technical education courses. (Unpublished PhD thesis). University of Southern Mississippi, MS.
Li, J., Tang, Y., Cao, M., & Hu, X. (2018). The moderating effects of discipline on the relationship between asynchronous discussion and satisfaction with MOOCs. Journal of Computers in Education, 5(3), 279–96. doi: 10.1007/s40692-018-0112-2
Liu, M. (1998). A study of engaging high-school students as multimedia designers in a cognitive apprenticeship-style learning environment. Computers in Human Behavior, 14(3), 387–415. doi: 10.1016/S0747-5632(98)00008-9
Liu, S. H. (2015). The perceptions of participation in a mobile collaborative learning among pre-service teachers. Journal of Education and Learning, 5(1), 87–94. doi: 10.5539/jel.v5n1p87
Lo, C. C. (2010). How student satisfaction factors affect perceived learning. Journal of the Scholarship of Teaching and Learning, 10(1), 47–54.
MacBride, R., & Luehmann, A. L. (2008). Capitalizing on emerging technologies: A case study of classroom blogging. School Science and Mathematics, 108(5), 173–183. doi: 10.1111/j.1949-8594.2008.tb17826.x
Maurino, P. S. M. (2007). Looking for critical thinking in online threaded discussions. Journal of Educational Technology Systems, 35(3), 241–260. doi: 10.2190/P4W3-8117-K32G-R34M
Neo, M., & Neo, T. K. (2009). Engaging students in multimedia-mediated constructivist learning—Students’ perceptions. Educational Technology & Society, 12(2), 254–266.
Neo, M., & Neo, T. K. (2010). Students’ perceptions in developing a multimedia project within a constructivist learning environment: A Malaysian experience. The Turkish Online Journal of Educational Technology, 9(1), 176–184.
Neo, M., Neo, K. T. K., & Tan, H. Y. J. (2012). Applying authentic learning strategies in a multimedia and web learning environment (MWLE): Malaysian students’ perspective. The Turkish Online Journal of Educational Technology, 11(3), 50–60.
Nguyen, V. A. (2016). Examining students’ satisfaction with online learning activities in blended learning course: A case study. Proceedings of the ICERI2016 Conference (pp. 3155–3164). IATED, doi: 10.21125/iceri.2016
O’Brien, H. L. (2010). The influence of hedonic and utilitarian motivations on user engagement: The case of online shopping experiences. Interacting with Computers, 22(5), 344–352. doi: 10.1016/j.intcom.2010.04.001
Öztürk, E. (2009). Adaptation of the classroom community index: The validity and reliability study. H. U. Journal of Education, 36, 193–202.
Paswan, A. K., & Gollakota, K. (2004). Dimensions of peer evaluation, overall satisfaction, and overall evaluation: An investigation in a group task environment. Journal of Education for Business, 79(4), 225–231. doi: 10.3200/JOEB.79.4.225-231
Popescu, E. (2010). Students’ acceptance of web 2.0 technologies in higher education: Findings from a survey in a Romanian university. Proceedings DEXA Workshops (pp. 92–96). Bilboa: IEEE Computer Society Press.
Popescu, E. (2016). Investigating students’ blogging activity in project-based learning settings. In Y. Li et al. (Eds.), State-of-the-art and future directions of smart learning (lecture notes in educational technology) (pp. 145–155). Berlin: Springer.
Rovai, A. P. (2000). Building and sustaining community in asynchronous learning networks. The Internet and Higher Education, 3(4), 285–297. doi: 10.1016/S1096-7516(01)00037-9
Rovai, A. P. (2002). Development of an instrument to measure classroom community. The Internet and Higher Education, 5(3), 197–211. doi: 10.1016/S1096-7516(02)00102-1
Rovai, A. P., & Jordan, H. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. The International Review of Research in Open and Distributed Learning, 5(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/download/192/795
Rovai, A. P., Wighting, M. J., Baker, J. D., & Grooms, L. D. (2009). Development of an instrument to measure perceived cognitive, affective, and psychomotor learning in traditional and virtual classroom higher education settings. The Internet and Higher Education, 12(1), 7–13. doi: 10.1016/j.iheduc.2008.10.002
Sher, A. (2009). Assessing the relationship of student-instructor and student-student interaction to student learning and satisfaction in web-based online learning environment. Journal of Interactive Online Learning, 8(2), 102–120.
Shiau, W. L., & Luo, M. M. (2013). Continuance intention of blog users: The impact of perceived enjoyment, habit, user involvement and blogging time. Behaviour & Information Technology, 32(6), 570–583. doi: https://www.ncolr.org/jiol/issues/pdf/8.2.1.pdf
Shih, R. C. (2012). Integrating blog and face-to-face instruction into an ESP course: English for hospitality and tourism. The Turkish Online Journal of Educational Technology, 11(4), 204–209.
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. doi:10.1016/j.compedu.2007.05.009
Swan, K., Shea, P., Fredericksen, E., Pickett, A., Pelz, W., & Maher, G. (2000). Building knowledge building communities: Consistency, contact and communication in the virtual classroom. Journal of Educational Computing Research, 23(4), 359–383. doi: 10.2190/W4G6-HY52-57P1-PPNE
Sweeney, J. C., & Ingram, D. (2001). A comparison of traditional and web-based tutorials in marketing education: An exploratory study. Journal of Marketing Education, 23(1), 55–62. doi: 10.1177/0273475301231007
Teerawut, T. (2011). Undergraduate student’s satisfaction toward the new education system in Thailand. International Journal of Social and Science and Humanity Studies, 3(2), 443–455. doi: http://dergipark.gov.tr/download/article-file/257405
Thurmond, V. A., Wambach, K., Connors, H. R., & Frey, B. B. (2002). Evaluation of student satisfaction: Determining the impact of a web-based environment by controlling for student characteristics. The American Journal of Distance Education, 16(3), 169–190. doi: 10.1207/S15389286AJDE1603_4
Top, E. (2012). Blogging as a social medium in undergraduate courses: Sense of community best predictor of perceived learning. The Internet and Higher Education, 15(1), 24–28. doi: 10.1016/j.iheduc.2011.02.001
Top, E., Yükseltürk, E., & İnan, F. A. (2010). Reconsidering usage of blogging in preservice teacher education courses. The Internet and Higher Education, 13(4), 214–217. doi:10.1016/j.iheduc.2010.05.003
Topping, K. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249–276. doi: 10.3102/00346543068003249
Tseng, H., Wang, C. H., Ku, H. Y., & Sun, L. (2009). Key factors in online collaboration and their relationship to teamwork satisfaction. Quarterly Review of Distance Education, 10(2), 195–206.
Ubaque Casallas, D. F., & Pinilla Castellanos, F. S. (2016). Argumentation skills: A peer assessment approach to discussions in the EFL classroom. Profile, 18(2), 111–123. doi: 10.15446/profile.v18n2.53314
Uysal, K. (2008). Involving students in the assessment process: Peer assessment and self-assessment. (Unpublished Master’s thesis). Abant Izzet Baysal University, Turkey.
Yuen, H. M. (1998). Implementing peer assessment and self assessment in a Hong Kong classroom. (Unpublished Master’s thesis), University of Hong Kong, Hong Kong.
Watson, S. W., & Rutledge, V. C. (2005). Online course delivery and student satisfaction. Online Submission. Retrieved from https://files.eric.ed.gov/fulltext/ED490363.pdf
Wengrowicz, N., Swart, W., Paul, R., Macleod, K., Dori, D., & Dori, Y. J. (2018). Students’ collaborative learning attitudes and their satisfaction with online collaborative case-based courses. American Journal of Distance Education, 32(4), 283–300. doi: 10.1080/08923647.2018.1511509
Wiid, J., Cant, M. C., & Nell, C. (2013). Open distance learning students’ perception of the use of social media networking systems as an educational tool. The International Business & Economics Research Journal, 12(8), 867–881. doi: 10.19030/iber.v12i8.7985
Wu, W. S. (2006). The effect of blog peer review and teacher feedback on the revisions of EFL writers. Journal of Education and Foreign Languages and Literature, 3(2), 125–138.Zhu, C. (2012). Student satisfaction, performance, and knowledge construction in online collaborative learning. Educational Technology & Society, 15(1), 127–136.
