Üniversite Öğrencilerinin Senkron Öğrenme Ortamlarındaki Sosyal Kaygılarının İncelenmesi

Year 2021, Volume: 5 Issue: 2, 435 - 443, 30.12.2021

Ekrem Bahçekapılı

Abstract

Bu çalışmada üniversite öğrencilerinin çevrimiçi canlı derslerdeki sosyal kaygılarının dijital okur-yazarlık düzeyleri, cinsiyetleri, önceki uzaktan eğitim deneyimleri ve canlı derslerde öğretmenle etkileşime geçme şekilleri açısından incelenmesi amaçlanmaktadır. Nedensel karşılaştırmalı ve ilişkisel araştırma deseninde gerçekleştirilen çalışmanın katılımcılarını 167 Üniversite öğrencisi oluşturmaktadır. Veriler online anket şeklinde elde edilmiştir. Çalışmada genel bilgi formu, e-öğrenme ortamlarında sosyal kaygı ölçeğinin öğrenci-öğretmen etkileşimi alt ölçeği ve dijital okur yazarlık ölçeği kullanılmıştır. Verilerin analizi korelasyon analizi ve bağımsız t-testi ile gerçekleştirilmiştir. Araştırma sonuçları öğrencilerin senkron öğrenme ortamlarındaki sosyal kaygılarının dijital becerileri arttıkça azaldığını, kız öğrencilerin erkek öğrencilere göre daha kaygılı olduklarını, dersi aktif dinlemeyen ve canlı sohbet yoluyla öğretmenle etkileşime geçmeyen öğrencilerin daha kaygılı olduğu göstermektedir. Ayrıca sosyal kaygı önceki uzaktan eğitim deneyimi ve derslerde mikrofon kullanımına göre farklılaşmadığı bulunmuştur.

Keywords

Sosyal Kaygı, Eşzamanlı Çevrimiçi Öğrenme Ortamları, Dijital Okuryazarlık, Etkileşim

Examining the Social Anxiety of University Students in Synchronous Online Learning Environments

Abstract

This study examines the social anxiety of university students in online live lessons in terms of their digital literacy levels, gender, previous distance education experiences, and the way they interact with the teacher in live lessons. The study was conducted with a causal-comparative and correlational research design. Data was obtained from 167 university students with an online questionnaire. The instruments used in the study were the general information form, the student-teacher interaction subscale of the social anxiety scale in e-learning environments, and the digital literacy scale. The data analysis was carried out with correlation analysis and an independent sample t-test. Results of the research showed that the social anxiety of students in synchronous learning environments has a negative relationship with their digital skills. The social anxiety of female students was found to be higher than male students. Also, students who did not actively listen to the lesson and interact with the teacher through live chat were more anxious. The social anxiety did not differ according to previous distance education experience and the use of microphones in lessons.

Keywords

Social Anxiety, Synchronous Online Learning Environments, Digital Literacy, Interaction

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