Açık ve uzaktan öğrenme ortamlarında çevrimiçi grup tartışması tekniğinin kullanılması

Öz

Gerçekleştirilen bu çalışmada 2003-2019 yılları arasında açık ve uzaktan öğrenme ortamlarında çevrimiçi grup tartışması tekniğini konu edinen akademik çalışmaların incelenmesi amaçlanmıştır. Bu amaç doğrultusunda gerçekleştirilen çalışmada elde edilen bulgular, çevrimiçi grup tartışması tekniği üzerine gerçekleştirilmiş olan akademik çalışmaların sınırlı sayıda olduğunu göstermektedir. Gerçekleştirilmiş olan çalışmaların büyük bir çoğunluğu sosyal bilimler ve eğitim araştırmaları alanlarından olmuştur. SCOPUS ve Web of Science veri tabanlarından elde edilen toplam 70 akademik çalışmanın 45 tanesi (% 64) makale türündedir. Ayrıca elde edilen çalışmaların büyük bir çoğunluğu ABD ve Çin menşeilidir. Çalışma sonunda çevrimiçi grup tartışması tekniği konusu üzerine ileride yapılabilecek çalışmalar için önerilerde de bulunulmuştur.

Anahtar Kelimeler

• Açık ve uzaktan öğrenme,çevrimiçi grup tartışması,sosyal yapılandırmacılık,tartışma forumu

Kaynakça

1. Alavi, M. (1994). Computer-mediated collaborative learning: An empirical evaluation, MIS Quarterly, 18(2), 159-174.
2. Altınay, Z. (2017). Evaluating peer learning and assessment in online collaborative learning environments, Behaviour & Information Technology, 36(3), 312-320.
3. Boud, D. (2001). Introduction: Making the move to peer learning. 1–20. Peer Learning for Higher Education. Editörler: D. Boud, R. Cohen, J. Sampson. London: Kogan Page Limited.
4. Casey, M. M., Bates, S. P., Galloway, K. W., Galloway, R. K., Hardy, J. A., Kay, A. E., ... ve McQueen, H. A. (2014). Scaffolding student engagement via online peer learning, European Journal of Physics, 35(4).
5. Castek, J., J. Coiro, L. Guzniczak ve C. Bradshaw. (2012). Examining peer collaboration in online inquiry, The Educational Forum, 76(4), 479–496.
6. Cooper, H., Hedges, L. V. ve Valentine, J. C. (Eds.). (2009). The handbook of research synthesis and meta-analysis. Russell Sage Foundation.
7. Fer, S. ve Cırık, İ. (2007). Yapılandırmacı Öğrenme: Kuramdan Uygulamaya. İstanbul: Morpa Yayınları.
8. Fer, S. (2009). Social constructivism and social constructivist curricula in Turkey for the needs of differences of young people: Overview in light of the PROMISE project. Eds: T. Tajmel & S. Klaus, Science education unlimited: Approaches to equal opportunity in learning science, 179-199. Munster: Waxmann Verlag co. Publisher.

9. Fırat, M., Kılınç, H. ve Yüzer, T. V. (2018). Level of intrinsic motivation of distance education students in elearning environments, Journal of Computer Assisted Learning, 34(1), 63-70.
10. Foot, H. ve Howe, C. (1998). The psychoeducational basis of peer-assisted learning, Peerassisted Learning, 27, 27-43.
11. Gaspar, A., Langevin, S., Boyer, N., Armitage ve W. (2010). Students' activity focus in online asynchronous peer learning forums, Informatics in Education, 9(1).
12. Gunawardena, C. N., Carabajal, K., Lowe ve C. A. (2001). Critical analysis of models and methods used to evaluate online learning networks, Annual Meeting of the American Educational Research Association, Seattle
13. Guldberg, K. (2008). Adult learners and professional development: peer-to-peer learning in a networked community. International Journal of Lifelong Education, 27(1), 35–49
14. Garrett, N., Thoms, B., Alrushiedat, N. ve Ryan, T. (2009). Social ePortfolios as the new course management system, On the Horizon, 17(3), 197-207.
15. Hayward, M. (2004). Integrating web-enhanced instruction into a research methods course: examination of student experiences and perceived learning. Journal of Physical Therapy Education, 8(2), 54-53.
16. Hong, S. H., Lai, K. W. ve Holton, D. (2003). Students’ satisfaction and perceived learning with a web-based course, Educational Technology & Society, 6(1).
17. Jaramillo, J. A. (1996). Vygotsky’s sociocultural theory and contributions to the development of constructivist curriculum, Education, 117, 133-140.
18. Jonassen, D. H. (1999). Designing constructivist learning environments. 215-239. Ed: Reigeluth, C. M., Instructional-design theories and models: A new paradigm of instructional theory. Hillsdale, New Jersey: Lawrence Erlbaum Associates, Inc.
19. Keppell, M., Suddaby, G., ve Hard, N. (2011). Good practice report: Technology-enhanced learning and teaching. Australian Learning and Teaching Council, Sydney.
20. Konstan, J.A., Walker, J.D., Brooks, D.C., Brown, K. ve Ekstrand, M.D. (2014). Teaching recommender systems at large scale. Proc of the ACM Conference on Learning @ Scale Conference.
21. Kotturi, Y., Kulkarni, C. E., Bernstein, M. S. ve Klemmer, S. (2015). Structure and messaging techniques for online peer learning systems that increase stickiness. Proceedings of the Second (2015) ACM Conference on Learning Scale, 31-38.
22. Kulkarni, C., Cambre, J., Kotturi, Y., Bernstein, M. ve Klemmer, S. (2015). Making distance matter with small groups in massive classes, CSCW: ACM Conference on Computer Supported Collaborative Work.
23. Leh, A. S. (2001). Computer-mediated communication & social presence in a distance learning environment, International Journal of Educational Telecommunications, 7(2), 109-128.
24. Liaw, S.-S., Chen, G.-D., ve Huang, H.-M. (2008). Users’ attitudes toward Web-based collaborative learning systems for knowledge management. Computers & Education, 50(3), 950–961.
25. Matsuda, N., Yarzebinski, E., Keiser, V., Raizada, R., Stylianides, G. ve Koedinger, K. R. (2012). Motivational factors for learning by teaching. International Conference on Intelligent Tutoring Systems, 101-111. Berlin, Heidelberg: Springer.
26. McKenna, L. ve French, J. (2011). “A step ahead: Teaching undergraduate students to be peer teachers”, Nurse Education in Practice, 11, 141-145.
27. McLuckie, J. ve Topping, K. J. (2004). Transferable skills for online peer learning, Assessment & Evaluation in Higher Education, 29(5), 563-584.
28. Nor, N. F. M., Hamat, A. ve Embi, M. A. (2012). Patterns of discourse in online interaction: Seeking evidence of the collaborative learning process, Computer Assisted Language Learning, 25(3), 237-256.
29. Özdemir, S. ve Yalın, H. İ. (2007). Web tabanlı asenkron öğrenme ortamında bireysel ve işbirlikli problem temelli öğrenmenin eleştirel düşünme becerilerine etkileri, Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 8(1), 79-94.
30. Park, J. H. ve Choi, H. J. (2009). Factors influencing adult learners' decision to drop out or persist in online learning, Journal of Educational Technology & Society, 12(4), 207- 217.
31. Picciano, A.G. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in an online course, Journal of Asynchronous Learning Networks, 6(1), 21–40.
32. Powell, K. C. ve Kalina, C. J. (2009). Cognitive and social constructivism: Developing tools for an effective classroom, Education, 130(2), 241-250.
33. Rafaeli, S. ve Kent, C. (2015). Network-structured discussions for collaborative concept mapping and peer learning. IBM Journal of Research and Development, 59(6), 7-1.
34. Raymond, A., Jacob, E., Jacob, D. ve Lyons, J. Salas, E., Kosarzycki, M. P., Burke, C. S., Fiore, S. M. ve Stone, D. L. (2002). Emerging themes in distance learning research and practice: Some food for thought, International Journal of Management Reviews. 4(2), 135-153.
35. Sakulwichitsintu, S., Colbeck, D., Ellis, L. ve Turner, P. (2015). Online Peer Learning: What Influences the Students' Learning Experience, Advanced Learning Technologies (ICALT), 2015 IEEE 15th International Conference, 205-207.
36. Sakulwichitsintu, S. (2016). What Influences the Students' Learning Experience? The Impact of Peer Learning in an Online Environment. IEEE 14th Intl Conf on Dependable, Autonomic and Secure Computing, 14th Intl Conf on Pervasive Intelligence and Computing, 2nd Intl Conf on Big Data Intelligence and Computing and Cyber Science and Technology Congress( DASC/PiCom/DataCom/CyberSciTech), Auckland, 94-96.
37. Thurston, A. ve Topping, K.J. (2007). Peer tutoring in schools: Cognitive models and organisational typography, Journal of Cognitive Education and Psychology, 6(3), 356– 372.
38. Topping, K. J. ve Ehly, S. W. (2001). Peer assisted learning: A framework for consultation, Journal of Educational and Psychological Consultation, 12(2), 113-132.
39. Tse, J. ve Wise, L. (2005). Peer learning, lectures and online learning-putting it all together, Australian Family Physician, 34(12).
40. Yang, S. J. H. (2006). Context aware ubiquitous learning environments for peer-to-peer collaborative learning, Educational Technology & Society, 9(1), 188-201.
41. Young, S., ve Bruce, M. A. (2011). Classroom community and student engagement in online courses, MERLOT Journal of Online Learning and Teaching 7(2).
42. Vygotsky, L. S. (19789. Interaction between learning and development, Readings on the Development of Children, 23(3), 34-41.
43. Vygotsky, L. S. (1980). Mind in Society: The Development of Higher Psychological Processes, Harvard University Press.
44. Zhang, S. (2007). Model, design and efficacy of next-generation e-portfolio systems. PhD Thesis, Claremont, CA: Claremont Graduate University.
45. Xu, J., Du, J. ve Fan, X. (2015). Students’ group work management in online collaborative learning environments, Journal of Educational Technology & Society, 18 (2), 195–205