Cilt: 20 - Sayı : 1
YÖNLENDİRİLMİŞ TARTIŞMA KULLANILAN BLOG ORTAMLARINDA ÖĞRENCİLERİN DERS MEMNUNİYETİNİ ETKİLEYEN FAKTÖRLERİN İNCELENMESİ
USE OF THREADED DISCUSSION IN BLOG ENVIRONMENT WITH RESPECT TO FACTORS AFFECTING STUDENTS’ COURSE SATISFACTION
Gülcan CANBOLAT,Ercan TOP

27 6

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.
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.
Anahtar Kelimeler: Ders memnuniyeti, yönlendirilmiş tartışma, , blog ortamı, öğrenme algısı, topluluk hissi, işbirlikli öğrenme
Anahtar Kelimeler: Course satisfaction, threaded discussion, blog environment, perceived learning, sense of community, collaborative learning

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.

Gülcan CANBOLAT,Ercan TOP