Metin Tabanlı Çevirimiçi Forum Tartışmalarında Okuma Stratejilerine Üst- Bilişsel Farkındalığın Bilişsel Düzeyle İlişkisi

Problem Durumu: Metin tabanlı forum tartışmaları hem tamamen çevrimiçi (online) hem de web-destekli yüz-yüze derslere eklenerek öğrenme ortamının daha etkileşimli ve işbirlikçi olması sağlanmaktadır (Berge, 1995; Garrison, Anderson & Archer, 2001; Jonassen, 2000). Gerek forum tartışmaları gerekse bu derslerin materyalleri hipermetin olup öğrenciler bunları okumak zorunda kalmaktadırlar. Yapılan çalışmalar kağıt üzerindeki (doğrusal) metinleri okumada anlamayı, bilişsel süreçleri ve okuma stratejilerinin gelişmesini üst-bilişsel farkındalığın etkilediğini göstermiştir (Bradshaw, 2001; Jacob & Paris, 1987; Pressley & Afferblach, 1995) Buradan hareketle çevrimiçi dersler ve web destekli yüzyüze derslerin daha başarılı ve etkili olması için hipermetinlerin okunması esnasında üst bilişsel farkındalığın benzer etkisinin olup olmadığı araştırılmalıdır. Böyle bir araştırmanın sonuçları hem bu derslerin arayüzlerinin daha etkili tasarlanması için hem de forum tartışmalarındaki bilişsel düzeyin arttırılması için yapılması gerekenlerin ortaya çıkmasına sebep olabilecektir. Araştırmanın Amacı: Bu çalışma ile öğretmen adayı öğrencilerin okuma stratejilerine üst-bilişsel farkındalıklarıyla metin tabanlı çevrimiçi forum tartışmalarındaki bilişsel düzeyleri arasındaki ilişki incelenmek istenmiştir. Araştırmanın Yöntemi: Çalışmanın katılımcıları Boğaziçi Üniversitesi ilköğretim fen ve matematik öğretmen adayı 3 sınıf öğrencilerinin tamamıdır. Okuma stratejilerine üst-bilişsel farkındahk verileri Mokhtari ve Reichard (2002) tarafından geliştirilmiş olan beşli Likert tipi ölçekle toplanmıştır. Forum tartışmalarındaki mesajların içerik analizinde son on yıldaki çalışmalara doğrudan veya dolaylı etkisi olan Henri'nin (1991) içerik analiz modelinin bilişsel düzeyleri esas alınmıştır. Araştırmacının kendisi ve deneyimli bir İngilizce öğretmeni mesajları bilişsel düzeylerine göre kodlamışlardır. Kodlayıcılar arası tutarlılık için Cohen kappa hesaplanmıştır. Bu değer .84 çıkmış olup iyi seviye olarak kabul edilmektedir (Cappozoli, McSweeney & Sinha, 1999). Ayrıca, ölçek iç tutarlılık güvenirliği için Gronbach alpha değeri hesaplanmış ve .86 bulunmuştur. Çalışmada çoklu regrasyon analizi uygulanmış olup üst-bilişsel farkındalık ile faktörlerinin forum tartışmalarındaki bilişsel düzeyle ilişkisine geçmiş başarı, bölüm ve cinsiyet değişkenleri kontrol altında tutularak bakılmıştır. Bulgular ve Sonuçlar: Cinsiyet, geçmiş basan ve bölüm değişkenleri kontrol altında tutulduğunda, "okuma stratejilerine üst-bilişsel farkındalık" değişkeni forum tartışmalarının bilişsel düzeyindeki değişkenliği (variability) tahmin etmede istatiksel açıdan anlamlı olarak katkıda bulunmamaktadır. Ayrıca faktörlerinden "problem çözme stra¬tejileri" ve "destekleyici okuma stratejileri" istatistiksel açıdan anlamlı olarak bilişsel düzeydeki değişkenliği açıklarken "global okuma stratejileri" açıklayamamaktadır. Öneriler: Bir tür hipermetin olan metin tabanlı forum tartışmalarında üst bilişsel farkındalığı artırmak için üst bilişsel farkmdalığı artırıcı öğeler içeren "ani açılır" (pop-up) pencereler ve bilgi içeren ön görünüm (preview) pencerelerini forum arayüzüne gömmek önerilebilir. Öğrencilerin hipermetin okuyuculuğunu geliştirme aşamasında özellikle problem çözme stratejileri ile destekleyici okuma stratejilerinin kullanımına önem verilebilir. Anahtar Sözcükler: Üst-Bilişsel Farkındalık, Okuma, Metin Tabanlı Çevrimiçi Forum Tartışması, Bilişsel Düzey.

Relationship Between the Metacognitive Awareness of Reading Strategies and the Cognitive Level in the Text Based Online Forum Discussions

Abstract Problem Statement: Text-based online forum discussions are an integral part of the online courses as well as web-enriched or supported traditional face-to-face courses and in this way they become more interactive and collaborative (Berge, 1995; Garrison, Anderson & Archer, 2001; Jonassen, 2000). Both forum discussions and these courses' materials are hypertexts and contain multi-media tools. Students have to read these hypertexts. Previous studies report metacognitive awareness of reading strategies have significant effect on the reading comprehension, cognitive levels and improvement of the reading strategies of the linear texts (or text on sheet) (Bradshaw, 2001; Jacob & Paris, 1987; Pressley & Afferblach, 1995). From this point of the view, there is a strong need to investigate the metacognitive awareness of reading strategies on reading hypertext for the purpose of constructing more successful online courses or web-supported face-to-face courses. So, the goals of these studies are twofold: one is to suggest some solutions to design course interface so that students will become skilled hypertext readers. The other one is to suggest some solutions to increase cognitive level in the online forum discussions. Purpose of the Study: This study has attempted to investigate the relationship between pre-service teachers' metacognitive awareness of reading strategies and their cognitive levels in the text based online forum discussions. Methods: The study was carried out in the web-enhanced face-to-face course titled, as "Math Teaching Methods" in Boğaziçi University. The sample consisted of 61 science and math pre-service teachers enrolling at third year level. The data about Metacognitive Awareness of Reading Strategies was obtained from a five-point Likert scale which had been developed by Mokhtari and Reichard (2002). The content analysis of the forum discussions was conducted by the researcher and an experienced English teacher with respect to cognitive level of the Henri (1991)'s model. The inter-fater reliability was calculated in terms of the Cohen kappa's as .84. Moreover, the internal consistency of the scale was calculated in terms of Cronbach alfa as .86. Multiple regression analyses were conducted to investigate the relationship between pre-service teachers' metacognitive awareness of reading strategies and their cognitive levels when their gender, department and GPA are controlled. Findings: Metacognitive awareness of the reading strategies and its factor "Global Reading Strategies" did not significantly contribute to predict the variability at the cognitive levels in the forum discussions. On the other hand, the factors "Problem Solving Strategies" and "Supporting Reading Strategies" significantly contributed for prediction of the cognitive levels in the forum discussions. Recommendations: It can be suggested that text-based forum discussion which is a kind of hypertext should contain prompt pop-up windows that contain problem solving and supporting reading strategies. Besides, it can also contain "preview" windows which provide information about the link. Moreover, instructor can emphasize the problem solving and supporting reading strategies to develop or improve students' reading skills or to make students skilled hypertext reader. Keywords: Metacognitive Awareness, Reading, Text Based Online Forum Discussions, Cognitive Level.

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