Tülin HAŞLAMAN, Yasemin DEMİRARSLAN, Oktay DÖNMEZ, Petek AŞKAR, Filiz MUMCU KUŞKAYA

Çevirimiçi Ortamda Yapılan Grup Tartışmasındaki İletişim Örüntülerinin Söylem Çözümlemesi Yoluyla İncelenmesi

Araştırmada, çevrimiçi öğrenme ortamında öğrencilerin ne tür iletişim örüntüleri gösterdikleri bilgisayar aracılı söylem çözümlemesi ile incelenmiştir. Örneklem çevrimiçi tartışma forumuna kaydolan 45 öğrenciden oluşmaktadır. İki haftalık uygulama sonunda çözümleme için, 6 grup arasından en fazla etkileşimin olduğu belirlenen Grup 3 seçilmiştir. Öğrencilerin, görevi tamamlamak için nasıl etkileşime girdiklerini ve karar verme süreçlerindeki aşamalarını ortaya koymak amacıyla iletiler, konu başlıklarına ve odak noktalarına göre sınıflandırılmıştır. Ardından iletiler işlevlerine göre belli kategoriler altında toplanarak bu kategorileri yansıtan iletişim örüntüleri incelenmiştir. Araştırma sonucunda, tartışmaların büyük çoğunluğunun görevle ilgili olduğu; grup üyelerinin tartışma konusuyla ilgili araştırma yapmadıkları, kendi bilgi ve deneyimleriyle tartışmayı sürdürdükleri görülmüştür. Benzer biçimde katılımcıların bilgi paylaşma sürecini tamamladıkları ancak yeni bilgi oluşturma sürecini gerçekleştirmedikleri ortaya konulmuştur. Bunun yanı sıra tüm grup üyelerinin tartışmalara katıldıkları ve karşılıklı saygı içerisinde iletişime girdikleri görülmüştür.

Examining Communication Patterns of Group Discussions in an Online Environment by Discourse Analysis

In this study, computer mediated discourse analysis was used in order to investigate what kinds of communication patterns that students show in an online learning environment. The sample was consisted of 45 students participated in an online discussion forum. After a two-week implementation period, group 3, which was considered as the most active group, was selected out of 6 groups. Messages were categorized according to their topics and focuses in order to determine how group members interacted to complete the task and what the levels of the group’s decision making process were. Later, the messages were grouped under the specific categories according to their functions and the communication patterns reflecting these categories were analyzed. As a result, it was found out that most of the discussions were related to the task; but, the members of the group did not do any research about the topics. Instead, they used their own knowledge and experience in the discussions. Similarly, it was stated that although the participants completed knowledge sharing process, they didn’t experience knowledge creation process. In addition, it was found that all the group members were participated in the discussions and communicated with each other with reciprocal respect.

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