COVİD-19 SÜRECİNDE ÇEVRİM İÇİ ÖĞRENME ORTAMLARINDA TÜRKÇE ÖĞRETMEN ADAYLARININ ÖZ DÜZENLEME VE BİLGİ PAYLAŞMA DURUMLARININ İNCELENMESİ

Bu araştırmada Türkçe öğretmeni adaylarının çevrim içi öğrenme ortamlarında bilgi paylaşma davranışları ile çevrim içi öz-düzenleme durumlarının ne düzeyde olduğu ve aralarındaki ilişkinin incelenmesi amaçlanmıştır. Araştırma tarama modeli ile gerçekleştirilmiştir. Araştırmanın çalışma grubunu Ağrı İbrahim Çeçen Üniversitesi ve Yüzüncü Yıl Üniversitesinde eğitim gören yüz yirmi bir kadın ve yetmiş yedi erkek olmak üzere toplam 198 Türkçe öğretmeni adayı oluşturmaktadır. Araştırmada amaçlı örnekleme yöntemlerinden biri olan kolay ulaşılabilirlik örneklemesi tercih edilmiştir. Araştırmanın veri toplama araçlarını “Bilgi Paylaşma Davranışı Ölçeği” ve “Çevrim içi Öz-Düzenleme Ölçeği” oluşturmaktadır. Araştırmanın veri analizinde bağımsız örneklemler t-testi, tek yönlü varyans analizi ve Pearson korelasyon kullanılmıştır. Araştırma sonuçlarına göre Türkçe öğretmen adaylarının çevrim içi öğrenme ortamlarında bilgi paylaşma davranışlarının ve çevrim içi öz-düzenleme durumlarının cinsiyete ve sınıf değişkenine göre anlamlı farklılık oluşturmadığı sonucuna ulaşılmıştır. Bilgi paylaşma davranışlarının ve çevrim içi öz-düzenleme durumlarının günlük çevrim içi kalma sıklığı değişkeni açısından ise anlamlı bir farklılık oluşturduğu sonucuna ulaşılmıştır. Ayrıca çevrim içi bilgi paylaşma durumları ile çevrim içi öz düzenleme durumları arasında güçlü düzeyde ve pozitif yönde bir ilişki olduğu sonucu elde edilmiştir. Elde edilen sonuçlar doğrultusunda birtakım öneriler getirilmiştir.

Investigation of Self-Organization and Information Sharing Status of Turkish Teacher Candidates in Online Learning Environments during Covid-19 Process

In this study, it was aimed to examine the level of knowledge sharing behaviors of Turkish teacher candidates in online learning environments and their online self-regulation and the relationship between them. The research was carried out with a scanning model. The study group of the research consists of a total of 198 Turkish teacher candidates, 121 of whom are female and 77 male, studying at Agri İbrahim Çeçen University and Van Yuzuncu Yil University. Easy accessibility sampling, which is one of the purposeful sampling methods, was preferred in the study. The data collection tools of the research consist of "Information Sharing Behavior Scale" and "Online Self-Regulation Scale". Independent samples t-test, one-way variance analysis and Pearson correlation were used in the data analysis of the study. According to the results of the research, it was concluded that Turkish teacher candidates' knowledge sharing behaviors in online learning environments and online self-regulation did not make a significant difference according to gender and grade variable. It was concluded that information sharing behaviors and online self-regulation made a significant difference in terms of the daily online frequency variable. In addition, it was found that there was a strong and positive relationship between online information sharing situations and online self-regulation situations. Some suggestions were made in line with the results obtained.

PDF

___

Aydın, E. (2020) Covid-19 döneminde EBA TV üzerinden yapılan Türkçe derslerinin değerlendirilmesi. Milli Eğitim Dergisi, 49(1), 877-894.
Aydın, E. (2021). Covid-19 Döneminde Eba İle Yapılan Uzaktan Eğitim Sürecinde Canlı Türkçe Derslerinin Değerlendirilmesi. Journal of History School, 50, 512-540.
Aydın, E. & Erol, S. (2021). The views of Turkish language teachers on distance education and digital literacy during covid-19 pandemic. International Journal of Education & Literacy Studies, 9(1), 60-71.
Avcı-Yücel, Ü., & Ergün, E. (2015). Çevrim içi öğrenme ortamlarında Bilgi Paylaşma Davranışı Ölçeği’nin Türkçe uyarlaması: Bir geçerlik ve güvenirlik çalışması. Başkent University Journal of Education, 2(2), 219-228
Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S. L. (2009). Measuring self-regulation in online and blended learning environments. The Internet and Higher Education, 12(1), 1-6.
Barnard-Brak, L., Paton, V. O., & Lan, W. Y. (2010). Profiles in self-regulated learning in the online learning environment. The International Review of Research in Open and Distributed Learning, 11(1), 61-80.
Bilgiç, G. H., Duman, D., & Seferoğlu, S. (2011). Dijital yerlilerin özellikleri ve çevrim içi ortamların tasarlanmasındaki etkileri. Akademik Bilişim, 2(4),1-
Bock, G.-W., Zmud, R. W., Kim, Y.-G., & Lee, J.-N. (2005). Behavioral intention formation in knowledge sharing: examining the roles of extrinsic motivators, social-psychological forces, and organizational climate. MIS Quarterly, 29(1), 87–111.
Bock, G. W., & Kim, Y. G. (2002). Breaking the myths of rewards: An exploratory study of attitudes about knowledge sharing. Information Resource Management Journal, 15 (2), 14–21.
Cheurprakobkit, S., Hale, D., & Olson, J. (2002). Technicians' perceptions about web-based courses: The University of Texas system experience. American Journal of Distance Education, 16(4), 245-258.
Daniel, H.L., & Moore, D.M. (2000). Interaction of cognitive style and learner control in a hypermedia environment. International Journal of Instructional Media, 27(4), 369-382.
Erhardt, N. (2003). Enablers and Barriers for Individuals’ Willingness and Ability to Share Knowledge: An Exploratory Study. Piscataway, Rutgers University.
Ghadirian, H., Mohd Ayub, A. F., Silong, A. D., Abu Bakar, K. B., & Hossein Zadeh, A. M. (2014). Knowledge sharing behaviour among students in learning environments: a review of literature. Asian Social Science, 10 ( 4), 38-45.
Hung M. L. (2016). Teacher readiness for online learning: Scale development and teacher perceptions. Computers & Education, 94, 120-133
Kapur, M., & Kinzer, C. K. (2007). Examining the effect of problem type in a synchronous computer-supported collaborative learning (CSCL) environment. Educational Technology Research and Development, 55(5), 439-459. http://dx.doi.org/10.1007/s11423-007-9045-6
Karasar, N. (2018). Bilimsel Araştırma Yöntemi: Kavramlar, İlkeler, Teknikler. Nobel Akademi Yayıncılık. Kilis, S., & Yıldırım, Z. (2018). Online self-regulation questionnaire: Validity and reliability study of Turkish translation. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 47(1), 233-245.
Kim, E. (2010). The Relationship Between Personal Cognition, Social Context, and Knowledge Sharing in Global Communities of Practice. Doctoral dissertation. Available from ProQuest Dissertations and Theses database.
Kuo, Y. C., Walker, A. E., Schroder, K. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20(20), 35-50.
Liao, L. F. (2006). The impact of teacher’s powers to knowledge sharing behavior and learning satisfaction in distance-learning environment. Journal of Information, Technology and Society, 2(3), 1-14.
Lloyd, S. A., Byrne, M. M., & McCoy, T. S. (2012). Faculty-perceived barriers of online education. Journal of Online Learning and Teaching, 8(1).
Ma, W. W. K., & Yuen, A. H. K. (2011). Understanding online knowledge sharing: an interpersonal relationship perspective. Computers & Education, 56, 210–219.
Mazzolini, M., & Maddison, S. (2007). When to jump in: The role of the instructor in online discussion forums. Computers & Education, 49(2), 193-213. http://dx.doi.org/10.1016/j.compedu.2005.06.011
Oliveira M. M. S., Penedo A. S. T., & Pereira V. S. (2018). Distance education: Advantages and disadvantages of the point of view of education and society’. Dialogia. http://dx.doi.org/10.5585/Dialogia.n29.7661
Schunk, D. H, & Zimmerman, B. J. (1998). Self-Regulated Learning: From Teaching to Self-Reflective Practice. The Guilford Press.
Shea, P., & Bidjerano, T. (2009). Community of inquiry as a theoretical framework to foster “epistemic engagement” and “cognitive presence” in online education. Computers & Education, 52(3), 543-553.
Sun, J. C. Y., & Rueda, R. , 2012, Situational interest, computer self‐efficacy and self‐regulation: Their impact on student engagement in distance education, British Journal of Educational Technology, 43(2), 191-204.
Sun, P.-C., Tsai, R. J., Finger, G., Chen, Y.-Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50(4), 1183-1202.
Taipjutorus, W., Hansen, S., & Brown, M. (2012). Improving Learners’ Self-efficacy in a learner-controlled online learning environment: A correlational study. M. Brown, M. Harnett & T. Stewart (Ed.) Future Challenges, sustainable futures içinde (s.907-911). Proceedings Ascılıte.
Tavşancıl, E. T. (2002). Tutumların Ölçülmesi ve SPSS ile Veri Analizi. Nobel.
Tsai, M.-J., & Tsai, C. C. (2003). Information searching strategies in web-based science learning: The role of Internet self-efficacy. Innovations in Education and Teaching International, 40(1), 43–50.
Tsiu, L., Chapman, S. A., Schnirer, L., & Stewart, S. (2006). A Handbook on Knowledge Sharing: Strategies and Recommendations for Researchers, Policymakers, and Service Providers. Community-University Partnership.
Tseng, F. C., & Kuo, F. Y. (2010). The way we share and learn: An exploratory study of the self-regulatory mechanisms in the professional online learning community. Computers in Human Behavior, 26(5), 1043-1053. http://dx.doi.org/10.1016/j.chb.2010.03.005
Tseng, F. C., & Kuo, F. Y. (2014). A study of social participation and knowledge sharing in the teachers’ online professional community of practice. Computers & Education, 72, 37–47.
Wangpipatwong, S. (2009). Factors influencing knowledge sharing among university students. Paper presented at the Proceedings of the 17th International Conference on Computers in Education.
Wasko, M. M., & Faraj, S. (2000). It is what one does: Why people participate and help others in electronic communities of practice. Journal of Strategic Information Systems, 9 (2/3), 155–173.
Yamamoto-Telli, G., & Altun, D. (2020). Coronavirüs ve çevrim içi (online) eğitimin önlenemeyen yükselişi. Üniversite Araştırmaları Dergisi, 3(1), 25-34.
Yıldırım, A., & Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Seçkin Yayıncılık
You, J. W., & Kang, M. (2014). The role of academic emotions in the relationship between perceived academic control and self-regulated learning in online learning. Computers & Education, 125-133.
Zimmerman, B. J. (2001). Theories of self regulated learning and academic achievement: An overview and analysis. Barry Zimmerman & Dale Schunk (Ed.). Self Regulated Learning and Academic Achievement içinde (1-37). Lawrence Erlbaum Associatesi.