Çevrimiçi öğrenme ortamlarında farklı geribildirim stratejilerinin öğrencilerin sosyal bilişsel ve öğretimsel bulunuşluk algıları ile akademik başarılarına etkisi

Bu araştırma kapsamında; araştırma topluluğu oluş turmada ve devamlılığını sağlamadaişe koşulabilecek stratejiler dikkate alınarak tasarlanan çevrimiçi öğrenme ortamlarındafarklı geribildirim stratejilerinin öğrencilerin sosyal, bilişsel ve öğretimsel bulunuşlukalgıları ile akademik başarılarına etkisi incelenmiştir. Açıklayıcı desen kullanılarakyürütülen araştırma, uygulama sürecine düzenli bir şekilde katılan 41 öğrenciden eldeedilen veriler ile gerçekleştirilmiştir. Öğrencilerin uygulama süreci sonunda elde ettikleriakademik başarı puanları, uygulanan geribildirim stratejisine göre anlamlı bir farklılıkgöstermemiştir. Ö ğrencilerin sosyal, bilişsel ve öğretimsel bulunuşluk algıları ilearaştırma topluluğu ölçeğinin genelinden aldıkları puanlar da, uygulanan geribildirimstratejisine göre anlamlı bir farklılık göstermemiştir. Son olarak; her iki gruptakiöğrencilerin büyük çoğunluğu, kullandıkları çevrimiçi öğrenme ortamını iyi olaraknitelenmiş ve aldıkları eğitimden memnun kaldıklarını ifade etmişlerdir.

Effects of different feedback strategies on students perceptions of social cognitive and teaching presence and academic achievements in online learning environments

This study aims to identify the effects of different feedback strategies on students perceptions of social, cognitive and teaching presence and academic achievements in theonline learning environments designed in consideration of strategies which ca n be put towork to build a community of inquiry and ensure its continuity. In this regard, explanatorydesign used in the study. All analyses were made on the data from 41 students. Thefeedback strategies practiced in the study failed to demonstrate sign ificant differences interms of the students final academic achievement scores. The feedback strategiespracticed in the study failed to demonstrate significant differences in terms of thestudents perceptions of social, cognitive and teaching presence, and scores from the community of inquiry scale in general. Finally, majority of the students from both groupsfound the online environment they used and the educational activities satisfactory.

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