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YÖNLENDİRİLMİŞ TARTIŞMA KULLANILAN BLOG ORTAMLARINDA ÖĞRENCİLERİN DERS MEMNUNİYETİNİ ETKİLEYEN FAKTÖRLERİN İNCELENMESİ

Year 2020, , 605 - 622, 06.03.2020
https://doi.org/10.17240/aibuefd.2020.20.52925-637633

Abstract



Bu
çalışmanın amacı, blog ortamında yönlendirilmiş tartışma kullanımını
öğrencilerin ders memnuniyetlerini etkileyen faktörler açısından incelemektir.
Örneklem olarak sınıflardan biri deney, diğeri kontrol olmak üzere iki grup
belirlenmiştir. Deney grubu öğrencilerine blog ortamında yönlendirilmiş
tartışma kullanılarak uygulama yapılmıştır. Araştırmada her iki gruptaki öğrencilerin
ders kapsamında yer alan konularla ilgili hazırladıkları ders materyallerini ve
raporlarını blog ortamında paylaşmaları istenmiştir. Deney grubunun eşzamansız
(asenkron) yönlendirilmiş tartışmalara katılmaları zorunlu tutulmuş ve
katılımlarının kalitesi hakkında araştırmacılar tarafından hızlı bir şekilde
dönüt verilmiştir. Deney öncesinde ve sonrasında her bir faktör için
oluşturulmuş anket dağıtılarak toplanan veriler çalışmanın veri kaynağını
oluşturmuştur. Elde edilen bulgulara göre öğrencilerin blog ve akran
değerlendirme inançlarına yönlendirilmiş tartışma etkisi anlamlı bulunmamıştır.
Ayrıca, öğrenme algısı, topluluk hissi, işbirlikli öğrenme ve yönlendirilmiş
tartışma değişkenlerinin ders memnuniyetini sırasıyla yordayan değişkenler olduğu
tespit edilmiştir. Analizler sonucunda öğrencilerin ders memnuniyeti
puanlarının blog, akran değerlendirme inancı ve çoklu ortam özelliklerini
düzenleyebilme inancı değişkenine göre farklılaşmadığı; diğer bir ifadeyle
öğrencilerin ders memnuniyeti puanlarının, blog, akran değerlendirme ve çoklu
ortam özelliklerini düzenleyebilme inancından etkilenmediği görülmüştür.




References

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  • Brescia, W. F., & Miller, M. T. (2006). What’s it worth? The perceived benefits of instructional blogging. Electronic Journal for the Integration of Technology in Education, 5(1), 44–52.
  • Brooks, C. D., & Jeong, A. (2006). Effects of pre‐structuring discussion threads on group interaction and group performance in computer‐supported collaborative argumentation. Distance Education, 27(3), 371–390. doi: 10.1080/01587910600940448
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  • Lo, C. C. (2010). How student satisfaction factors affect perceived learning. Journal of the Scholarship of Teaching and Learning, 10(1), 47–54.
  • MacBride, R., & Luehmann, A. L. (2008). Capitalizing on emerging technologies: A case study of classroom blogging. School Science and Mathematics, 108(5), 173–183. doi: 10.1111/j.1949-8594.2008.tb17826.x
  • Maurino, P. S. M. (2007). Looking for critical thinking in online threaded discussions. Journal of Educational Technology Systems, 35(3), 241–260. doi: 10.2190/P4W3-8117-K32G-R34M
  • Neo, M., & Neo, T. K. (2009). Engaging students in multimedia-mediated constructivist learning—Students’ perceptions. Educational Technology & Society, 12(2), 254–266.
  • Neo, M., & Neo, T. K. (2010). Students’ perceptions in developing a multimedia project within a constructivist learning environment: A Malaysian experience. The Turkish Online Journal of Educational Technology, 9(1), 176–184.
  • Neo, M., Neo, K. T. K., & Tan, H. Y. J. (2012). Applying authentic learning strategies in a multimedia and web learning environment (MWLE): Malaysian students’ perspective. The Turkish Online Journal of Educational Technology, 11(3), 50–60.
  • Nguyen, V. A. (2016). Examining students’ satisfaction with online learning activities in blended learning course: A case study. Proceedings of the ICERI2016 Conference (pp. 3155–3164). IATED, doi: 10.21125/iceri.2016
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USE OF THREADED DISCUSSION IN BLOG ENVIRONMENT WITH RESPECT TO FACTORS AFFECTING STUDENTS’ COURSE SATISFACTION

Year 2020, , 605 - 622, 06.03.2020
https://doi.org/10.17240/aibuefd.2020.20.52925-637633

Abstract



The aim of this study is to examine the use of threaded discussions in
the blog environment in terms of the factors affecting student course
satisfaction. Experimental and control groups were selected, and the students
in the experimental group participated in threaded discussions in the blog
environment. In the study, students in both groups were asked to share, in the
blog environment, their course materials and reports about the subjects
included in the course. The experimental group was asked to participate in
asynchronous threaded discussions, and feedback about the quality of their
participation was rapidly provided by the researchers. The data, collected
before and after the experiment, were distributed online. According to the
findings, the effect of threaded discussions on students’ beliefs about blogs
and peer review was not significant, and perceived learning, sense of community,
collaborative learning, and threaded discussion were the variables that
predicted course satisfaction. The students’ satisfaction scores were not
affected by their beliefs about blogs, peer review, and their ability to
organize multimedia features.




References

  • Alavi, M. (1994). Computer-mediated collaborative learning: An empirical evaluation. MIS Quarterly, 18(2), 159–174.
  • Allen, I. E., & Seaman, J. (2003). Sizing the opportunity: The quality and extent of online education in the United States, 2002 and 2003. Retrieved from http://www.sloan-c.org/resources/sizing_opportunity.pdf
  • Arend, B. (2009). Encouraging critical thinking in online threaded discussions. Journal of Educators Online, 6(1). Retrieved from http://www.thejeo.com/Archives/Volume6Number1/Arendpaper.pdf
  • Ateş, A. (2010). Educational software evaluation scale: Validity and reliability study. Eğitim Teknolojileri Araştırmaları Dergisi, 2(1). Retrieved from http://www.acarindex.com/dosyalar/makale/acarindex-1423877256.pdf
  • Barnard, L., Paton, V. O., & Rose, K. (2007). Perceptions of online course communications and collaboration. Online Submission, 10(4). Retrieved from https://www.westga.edu/~distance/ojdla/winter104/barnard104.html
  • Brescia, W. F., & Miller, M. T. (2006). What’s it worth? The perceived benefits of instructional blogging. Electronic Journal for the Integration of Technology in Education, 5(1), 44–52.
  • Brooks, C. D., & Jeong, A. (2006). Effects of pre‐structuring discussion threads on group interaction and group performance in computer‐supported collaborative argumentation. Distance Education, 27(3), 371–390. doi: 10.1080/01587910600940448
  • Churchill, D. (2009). Educational applications of Web 2.0: Using blogs to support teaching and learning. British Journal of Educational Technology, 40(1), 179–183. doi:10.1111/j.1467-8535.2008.00865.x
  • Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco: John Wiley & Sons.
  • Delialioglu, O., & Yildirim, Z. (2007). Design and development of a technology enhanced hybrid instruction based on MOLTA model: Its effectiveness in comparison to traditional instruction. Computers & Education, 51(1), 474–483. doi:10.1016/j.compedu.2007.06.006
  • Divitini, M., Haugalokken, O., & Morken, E. M. (2005). Blog to support learning in the field: Lessons learned from a fiasco. In Proceedings of the Fifth IEEE International Conference on Advanced Learning Technologies (pp. 219-221), Retrieved from https://ieeexplore.ieee.org/document/1508655
  • Drennan, J., Kennedy, J., & Pisarski, A. (2005). Factors affecting student attitudes toward flexible online learning in management education. The Journal of Educational Research, 98(6), 331–338. doi: 10.3200/JOER.98.6.331-338
  • Drouin, M. A. (2008). The relationship between students’ perceived sense of community and satisfaction, achievement, and retention in an online course. Quarterly Review of Distance Education, 9(3), 267–284.
  • Field, A. (2009). Discovering statistics using SPSS (3rd ed.). California: Sage.
  • Fredericksen, E., Pickett, A., Shea, P., Pelz, W., & Swan, K. (2000). Student satisfaction and perceived learning with online courses: Principles and examples from the SUNY learning network. Journal of Asynchronous Learning Networks, 4(2), 7–41.
  • Gagné, R. (1985). The conditions of learning and theory of instruction (4th ed.). New York: Holt, Rinehart, and Winston.
  • Gunawardena, C. N., Linder-VanBerschot, J. A., LaPointe, D. K., & Rao, L. (2010). Predictors of learner satisfaction and transfer of learning in a corporate online education program. The American Journal of Distance Education, 24(4), 207–226. doi: 10.1080/08923647.2010.522919
  • Haythornthwaite, C. (2006). Facilitating collaboration in online learning. Journal of Asynchronous Learning Networks, 10(1), 7–24.
  • Hemphill, S. S. (2011). Social constructivist learning, sense of community, and learner satisfaction in asynchronous courses. (Unpublished PhD thesis), Capella University, MN.
  • Horzum, M. B., Kaymak, Z. D., & Güngören, O. C. (2015). Structural equation modeling towards online learning readiness, academic motivations, and perceived learning. Educational Sciences: Theory & Practice, 15(3), 759–770. doi: 10.12738/estp.2015.3.2410
  • Karasar, N. (2014). Kavramlar [Concepts]. Teknikler ve İlkeler (27. Baskı) [Techniques and Principles (27th ed.)]. Ankara: Nobel Yayınevi.
  • Kubincová, Z., Homola, M., & Bejdová, V. (2013). Motivational effect of peer review in blog-based activities. Proceedings of Advances in Web-Based Learning (ICWL 2013), 8167: 194–203. doi:10.1007/978-3-642-41175-5_20
  • Kuo, Y. C., Walker, A. E., Schroder, K. E. 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, 35–50. doi: 10.1016/j.iheduc.2013.10.001
  • Kuruçay, M. (2015). Examining the effects of learner-learner interaction on students’ perceptions of collaboration, sense of community, satisfaction, perceived learning and achievement in an online undergraduate course. (Unpublished PhD thesis), Texas Tech University, TX.
  • Lee, S. W. Y., & Tsai, C. C. (2011). Students’ perceptions of collaboration, self-regulated learning, and information seeking in the context of Internet-based learning and traditional learning. Computers in Human Behavior, 27(2), 905–914. doi:10.1016/j.chb.2010.11.016
  • Lewis, J. L. M. (2011). The computer ate my classroom: Assessing student interactions, perceived learning, and satisfaction in online community college career technical education courses. (Unpublished PhD thesis). University of Southern Mississippi, MS.
  • Li, J., Tang, Y., Cao, M., & Hu, X. (2018). The moderating effects of discipline on the relationship between asynchronous discussion and satisfaction with MOOCs. Journal of Computers in Education, 5(3), 279–96. doi: 10.1007/s40692-018-0112-2
  • Liu, M. (1998). A study of engaging high-school students as multimedia designers in a cognitive apprenticeship-style learning environment. Computers in Human Behavior, 14(3), 387–415. doi: 10.1016/S0747-5632(98)00008-9
  • Liu, S. H. (2015). The perceptions of participation in a mobile collaborative learning among pre-service teachers. Journal of Education and Learning, 5(1), 87–94. doi: 10.5539/jel.v5n1p87
  • Lo, C. C. (2010). How student satisfaction factors affect perceived learning. Journal of the Scholarship of Teaching and Learning, 10(1), 47–54.
  • MacBride, R., & Luehmann, A. L. (2008). Capitalizing on emerging technologies: A case study of classroom blogging. School Science and Mathematics, 108(5), 173–183. doi: 10.1111/j.1949-8594.2008.tb17826.x
  • Maurino, P. S. M. (2007). Looking for critical thinking in online threaded discussions. Journal of Educational Technology Systems, 35(3), 241–260. doi: 10.2190/P4W3-8117-K32G-R34M
  • Neo, M., & Neo, T. K. (2009). Engaging students in multimedia-mediated constructivist learning—Students’ perceptions. Educational Technology & Society, 12(2), 254–266.
  • Neo, M., & Neo, T. K. (2010). Students’ perceptions in developing a multimedia project within a constructivist learning environment: A Malaysian experience. The Turkish Online Journal of Educational Technology, 9(1), 176–184.
  • Neo, M., Neo, K. T. K., & Tan, H. Y. J. (2012). Applying authentic learning strategies in a multimedia and web learning environment (MWLE): Malaysian students’ perspective. The Turkish Online Journal of Educational Technology, 11(3), 50–60.
  • Nguyen, V. A. (2016). Examining students’ satisfaction with online learning activities in blended learning course: A case study. Proceedings of the ICERI2016 Conference (pp. 3155–3164). IATED, doi: 10.21125/iceri.2016
  • O’Brien, H. L. (2010). The influence of hedonic and utilitarian motivations on user engagement: The case of online shopping experiences. Interacting with Computers, 22(5), 344–352. doi: 10.1016/j.intcom.2010.04.001
  • Öztürk, E. (2009). Adaptation of the classroom community index: The validity and reliability study. H. U. Journal of Education, 36, 193–202.
  • Paswan, A. K., & Gollakota, K. (2004). Dimensions of peer evaluation, overall satisfaction, and overall evaluation: An investigation in a group task environment. Journal of Education for Business, 79(4), 225–231. doi: 10.3200/JOEB.79.4.225-231
  • Popescu, E. (2010). Students’ acceptance of web 2.0 technologies in higher education: Findings from a survey in a Romanian university. Proceedings DEXA Workshops (pp. 92–96). Bilboa: IEEE Computer Society Press.
  • Popescu, E. (2016). Investigating students’ blogging activity in project-based learning settings. In Y. Li et al. (Eds.), State-of-the-art and future directions of smart learning (lecture notes in educational technology) (pp. 145–155). Berlin: Springer.
  • Rovai, A. P. (2000). Building and sustaining community in asynchronous learning networks. The Internet and Higher Education, 3(4), 285–297. doi: 10.1016/S1096-7516(01)00037-9
  • Rovai, A. P. (2002). Development of an instrument to measure classroom community. The Internet and Higher Education, 5(3), 197–211. doi: 10.1016/S1096-7516(02)00102-1
  • Rovai, A. P., & Jordan, H. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. The International Review of Research in Open and Distributed Learning, 5(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/download/192/795
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There are 64 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Gülcan Canbolat This is me 0000-0002-7942-0379

Ercan Top 0000-0001-7175-8677

Publication Date March 6, 2020
Submission Date October 24, 2019
Published in Issue Year 2020

Cite

APA Canbolat, G., & Top, E. (2020). USE OF THREADED DISCUSSION IN BLOG ENVIRONMENT WITH RESPECT TO FACTORS AFFECTING STUDENTS’ COURSE SATISFACTION. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 20(1), 605-622. https://doi.org/10.17240/aibuefd.2020.20.52925-637633