Mehmet Fatih YİĞİT, Süleyman Sadi SEFEROĞLU

Video Tabanlı Dönüt Uygulamalarının Algılanan Dönüt Kalitesi Üzerine Etkisinin İncelenmesi

Bu çalışmanın amacı video tabanlı dönüt uygulamalarının algılanan dönüt kalitesi üzerine olan etkisinin incelenmesi ve ayrıca uygulamaya yönelik öğrenci görüşlerinin belirlenmesidir. Çalışma bir devlet üniversitesinin Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü’nde öğrenim gören 38 lisans öğrencisi ile “Bilgi Güvenliği ve Etik” dersi kapsamında 10 hafta boyunca yürütülmüştür. Karma araştırma yöntemlerinden yakınsak paralel desene göre gerçekleştirilen çalışmanın ilk 6 haftasında deney grubundaki öğrenciler üç adet haftalık yazılı ödeve video tabanlı dönüt, kontrol grubundaki öğrenciler ise metin tabanlı dönüt almışlardır. Her bir haftalık ödevden sonra öğrencilere “Algılanan Dönüt Kalitesi Ölçeği” uygulanmıştır. Çalışmanın 6-8 haftaları arasında ise tüm öğrencilerin video ve metin dönütleri deneyimleyebilmesi için deney ve kontrol grupları yer değiştirilmiş ve bu kapsamda iki haftalık ödev daha verilerek sürece devam edilmiştir. Çalışmanın nicel bulgularına göre video dönüt uygulamasının algılanan dönüt kalitesi ve “geliştirme, anlaşılırlık ve teşvik etme” alt boyutları üzerinde istatistiksel olarak anlamlı etkisinin olduğu tespit edilmiştir. Çalışmanın nicel boyutunda edinilen bulgular öğrenci görüşmelerinden elde edilen nitel bulgular ile de desteklenmiştir. Nitel bulgular video dönütlerin metin dönütlere algılanan dönüt kalitesi açısından çoğunlukla daha avantajlı olduğunu göstermektedir. Çalışmanın sonuçlarına göre videoların dönüt süreçlerinde kullanılması önerilen araçlar olduğu görülmüştür.

Anahtar Kelimeler:

Dönüt, video dönüt, metin dönüt, algılanan dönüt kalitesi, üniversite öğrencileri

Investigating the Effect of Video-Based Feedback on Perceived Feedback Quality

The aim of this study is to examine the effect of video-based feedback on perceived feedback quality and in addition, to determine the opinions of students about the video feedback practice. This study was carried out for 10 weeks with 38 undergraduate students from Computer Education and Instructional Technology department in a public university in “Information Security and Ethics” course. A convergent parallel mixed-methods study design was adopted in this study. In the first 6 weeks of the study, students in the experimental group received video feedback on three weekly written assignments while those in the control group received text feedback. Students were applied “Formative Feedback Perception Scale” after each week's assignment to determine their perceived feedback quality. During the 6-8 weeks of the study, experimental and control groups were switched in terms of the feedback format so that all students could experience video and text feedback. Meanwhile, students were given two additional assignments. Quantitative findings of the study revealed that video feedback had a statistically significant effect on perceived feedback quality and its “development, understandability, and encouragement” sub-factors. Qualitative findings also showed that video feedback was often found to be more advantageous than text feedback in terms of perceived feedback quality. Based on the results of the study, it is recommended to consider the use of videos in the feedback practices.

Keywords:

Feedback, video feedback, text feedback, perceived feedback quality, university students,

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