BİR ÇEVRİMİÇİ ÖĞRENME ORTAMININ KULLANILMASI: BAŞLICA STRATEJİLER VE OLANAK SAĞLAYICILAR

Teknoloji bütünleşme sürecine odaklanılması teknolojinin öğretim için kullanılmasına yönelik stratejileri ve ilgili faktörleri anlamaya yönelik farklı bir bakış açısı ve katkı sağlayabilir. Bu çalışmanın amacı bir bilgisayar öğretmeninin çevrimiçi öğrenme ortamını nasıl kullandığını anlamaya çalışmak ve olası stratejiler ile kullanma sürecine katkı sağlayan olanakları ortaya çıkartmaktır. Nitel araştırma paradigması benimsenen çalışmada amaçsal örnekleme yöntemi kullanılmıştır. Çalışmanın amacı doğrultusunda bir bilgisayar öğretmeni örneklem hedefi olarak belirlenmiştir. Çalışmanın ana bulgusu öğretmenin çevrimiçi öğrenme ortamını öğretim sürecinin ön-çalışmaları ve öğretim sürecini desteklemek için kullandığını göstermektedir. Kullanım sürecinde, aktiviteler, gösterimler, tartışma ortamı, içerik açıklamaları ve değerlendirmeler sıklıkla kullanılmıştır. Çevrimiçi öğrenme ortamının kullanması öğretmene öğrencileri ile bireysel ilgilenebilmesini adına zaman kazandırmış, öğrencilerin derslere karşı ilgisini arttırmış ve öğrencilere farklı bir bilgi kaynağı sunmasına katkı sağlamıştır. Öğretmene göre öğrencileri kendi öğrenme sorumluluklarının, bilginin başka kaynaklardan da edinilebileceklerinin farkına varmışlardır. Öğrenciler daha aktif bir şekilde ders süreçlerine katılım sağlamaya başlamışlardır.

UTILIZING AN ONLINE LEARNING ENVIRONMENT: MAIN STRATEGIES AND ENABLERS

Focusing on the technology integration process can offer another perspective and a contribution towards understanding the related factors and strategies of utilization of technology for instruction. The purpose of this study was to understand how a computer science teacher utilized an online learning environment and to reveal possible strategies and enablers of utilization process. Purposive sampling method was used as qualitative research paradigm. In line with the purpose of the study, a computer teacher was selected as the sample target of the study. Results showed that the teacher utilized the online learning environment for preparing and supporting classroom instruction. During the utilization process activities, demonstrations, discussions, content explanations and evaluations were frequently used. Use of the online learning environment enabled the teacher spare much time for dealing with students individually, provide alternative information source and increase students’ interest towards lessons. The teacher perceived that his students became aware of responsibility for their own learning, became aware that information can be accessed from other sources and were much active and participated more to the lessons.

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