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.
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.
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