Çevrimiçi öğrenme topluluklarında iletişim aracı türünün bilişsel ve toplumsal buradalık üzerindeki etkisi

Bu araştırma, iletişim aracı türü ve sanal konuk katılımının, harmanlanmış öğrenme ortamları için tasarımlanan çevrimiçi öğrenme topluluklarında katılımcıların sergilediği bilişsel ve toplumsal buradalık üzerindeki etkisini incelemeyi amaçlamaktadır. Araştırmada ayrıca çevrimiçi öğrenme topluluklarına katılan öğrencilerin toplumsal yetenek puanları ve sınıf topluluğu hissi puanları, cinsiyet değişkenine göre incelenmiştir. Araştırma, 2x2 faktöryel desendedir. Uygulamalar Ankara Üniversitesi ve Hacettepe Üniversitesi BÖTE III. sınıf öğrencisi olan toplam 85 kişi üzerinde yürütülmüştür. Verilerin çözümlenmesinde, Mann Whitney U-testi ve çevrimiçi tartışmalar için geliştirilmiş içerik çözümleme şablonları kullanılmıştır. Sonuçlar, iletişim aracı türünün, katılımcıların toplumsal (U=136.50, p05) üzerinde anlamlı bir etkisinin olmadığını göstermiştir. Öte yandan, cinsiyete göre sınıf topluluğu hissi puanlan arasında anlamlı bir farklılaşma bulunmazken (U=685.00, p>05); topluluk hissinin "öğrenme" alt boyutunda kızların (U=572.00, p05); kişisel bilgilerin paylaşımmdaki rahatlık boyutunda kızların lehine istatistiksel olarak anlamlı bir fark olduğu (U=616.00, p

The effect of type of computer mediated communication tools on social and cognitive presence in online learning community

The main aim of this study was to find out the effect of type of computer mediated commucation tools and the virtual guest participation on students' social and cognitive presence in online learning communities designed for blended learning environment. The research was carried out in 2x2 factorial design. Participants were 85 students of the Department of Computer and Instructional Technologies Education. The data of the study were analyzed by using Mann-Whitney-U Test for independent samples and by using content analysis schemes for online discussions. The results showed that the type of computer mediated communication tools has significant effect on the social (U=l36.50, p05). In addition, no significant relationship found between gender and the sense of classroom community (U=685.00, p>05), however, female students reported significantly higher level of feeling of learning than did male counterparts. Similarly, females reported significantly higher level of comfort on sharing personal information (U=616.00,p

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