Graduate Students' Perceptions of the Online Collaborative Learning Environment

Öz

This study aimed to examine graduate students’ experiences regarding online collaborative learning. For this purpose, the harmony between students' self and peer assessments and their perceptions of online collaborative learning were examined. This study, using the case study model, which is a qualitative approach, was conducted with 14 PhD students enrolled in the "Planning and Evaluation in Teaching" course. In the study, a rubric was used to evaluate students' participation and contribution to collaborative learning and a semi-structured interview form was used to obtain their opinions on online collaborative learning. Wilcoxon Signed Rank Test was applied to evaluate differences between self and peer assessments. The interview data was analysed using the content analysis method, which is one of the qualitative data analysis approaches. The findings revealed that there was no significant difference between students' self and peer assessments. As a result of the content analysis, it was determined that the students expressed their experiences around six main themes: "participation in collaborative learning", "communication and coordination", "contribution to learning", "affective factors", "online learning environment" and "self and peer assessment".

Anahtar Kelimeler

• Distance Education
• Collaborative Learning
• Online Collaborative Learning
• Peer Assessment
• Self-Assessment
• Graduate Students

Çevrimiçi İş Birlikli Öğrenme Ortamına İlişkin Lisansüstü Öğrencilerin Algıları

Öz

Bu çalışmada, lisansüstü eğitim alan öğrencilerin çevrimiçi iş birlikli öğrenmeye ilişkin deneyimlerinin incelenmesi amaçlanmıştır. Bu amaç doğrultusunda öğrencilerin öz ve akran değerlendirmeleri arasındaki uyum ve çevrimiçi iş birlikli öğrenmeye yönelik algıları incelenmiştir. Nitel bir yaklaşım olan durum çalışması deseni kullanılan bu çalışma, “Öğretimde Planlama ve Değerlendirme” dersine kayıtlı 14 doktora öğrencisi ile gerçekleştirilmiştir. Çalışmada, öğrencilerin iş birlikli öğrenmeye katılımını ve katkısını değerlendirmek amacıyla dereceli puanlama anahtarı (rubrik) ve çevrimiçi iş birlikli öğrenmeye yönelik görüşlerinin alınması amacıyla yarı yapılandırılmış görüşme formu kullanılmıştır. Öz ve akran değerlendirmeleri arasındaki farkları değerlendirmek için Wilcoxon İşaretli Sıralar Testi uygulanmıştır. Görüşme verileri ise nitel veri analizi yaklaşımlarından biri olan içerik analizi yöntemi ile analiz edilmiştir. Bulgular, öğrencilerin öz ve akran değerlendirmeleri arasında anlamlı bir fark olmadığını ortaya koymuştur. İçerik analizi sonucunda, öğrencilerin “iş birlikli öğrenmeye katılım”, “iletişim ve koordinasyon”, “öğrenmeye katkı”, “duyuşsal faktörler”, “çevrimiçi öğrenme ortamı” ve “öz ve akran değerlendirmesi” olmak üzere toplam altı ana tema etrafında deneyimlerini ifade ettikleri belirlenmiştir.

Anahtar Kelimeler

• Uzaktan Eğitim
• İş Birlikli Öğrenme
• Çevrimiçi İş Birlikli Öğrenme
• Akran Değerlendirme
• Öz Değerlendirme
• Lisansüstü Öğrencileri

Kaynakça

1. Alexander, B. J., Lindow, L. E. ve Schock, M. D. (2008). Measuring the impact of cooperative learning exercises on student perceptions of peer-to-peer learning: A case study. The Journal of Physician Assistant Education, 19(3), 18-25. https://doi.org/10.1097/01367895-200819030-00005
2. Altınay, Z. (2017). Evaluating peer learning and assessment in online collaborative learning environments. Behaviour & Information Technology, 36(3), 312-320. https://doi.org/10.1080/0144929X.2016.1232752
3. Al-Rahmi, W., Othman, M. S. ve Yusuf, L. M. (2015). The role of social media for collaborative learning to improve academic performance of students and researchers in Malaysian higher education. The International Review of Research in Open and Distributed Learning, 16(4), 177-204. https://doi.org/10.19173/irrodl.v16i4.2326
4. Amhag, L. (2013). Creativity in and between collaborative peer assessment processes in higher distance education. Creative Education, 4(7A), 94-104. https://doi.org/10.4236/ce.2013.47A2011
5. Arslan Şeker, S. ve Bayram A., (2022). Covid-19 pandemi sürecinde hemşirelik öğrencilerinin e-öğrenmeye ilişkin tutumları ile öğrenme algıları arasındaki ilişkinin incelenmesi. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 15(4), 468-486. https://doi.org/10.46483/deuhfed.946855
6. Balkcom, S. (1992). Cooperative learning. Office of Educational Research and Improvement, ED 346 999. Erişim adresi: https://files.eric.ed.gov/fulltext/ED346999.pdf
7. Birch, D. (2004, January). Participation in asynchronous online discussions for student assessment. İçinde Proceedings of the 2004 Australian and New Zealand Marketing Academy Conference (ANZMAC 2004). Erişim adresi: https://research.usq.edu.au/download/d05c0ecfc9685ea839cce88a5c7e8da4e2fcb 7827e49e4df54f78ca11e6bcc78/46076/Birch_2004_ANZMAC.pdf
8. Bozkurt, A. (2013). Açık ve uzaktan öğretim: Web 2.0 ve sosyal ağların etkileri. Akademik Bilişim 2013-XV. Akademik Bilişim Konferansı Bildirileri içinde (s. 689-694). Erişim adresi: https://ab.org.tr/ab13/kitap/bozkurt_uzaktan_AB13.pdf

9. Brandon, D. P. ve Hollingshead, A. B. (1999). Collaborative learning and computer‐supported groups. Communication Education, 48(2), 109-126. https://doi.org/10.1080/03634529909379159
10. Chan, J. W. ve Pow, J. W. (2020). The role of social annotation in facilitating collaborative inquiry-based learning. Computers & Education, 147, 103787. https://doi.org/10.1016/j.compedu.2019.103787
11. Dansereau, D. F. (1988). Cooperative learning strategies. In Learning and study strategies (pp. 103-120). Academic Press. https://doi.org/10.1016/B978-0-12-742460-6.50013-X
12. Faja, S. (2013). Collaborative learning in online courses: Exploring students perceptions. Information Systems Education Journal, 11(3), 42. Erişim adresi: https://isedj.org/2013-11/N3/ISEDJv11n3p42.pdf
13. Felder, R. M. ve Brent, R. (2007). Cooperative learning. Active Learning: Models from the Analytical Sciences, 970, 34-53. Erişim adresi: https://engr.ncsu.edu/wp-content/uploads/drive/1PLmbl9qPHpwYV7GFqUgWTHm5YNDzHV8V/2007-CLChapter.pdf
14. Gillies, R. M. (2016a). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education (Online), 41(3), 39-54. Erişim adresi: https://search.informit.org/doi/abs/10.3316/informit.977489802155242
15. Gillies, R. M. (2016b). Dialogic interactions in the cooperative classroom. International Journal of Educational Research, 76, 178-189. https://doi.org/10.1016/j.ijer.2015.02.009
16. Gokhale A. A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education, 26, 17–22. Erişim adresi: https://vtechworks.lib.vt.edu/server/api/core/bitstreams/daf828c3-b6c0-4106-9553-baa243bf60bd/content
17. Gülbahar, Y., Kalelioğlu, F. ve Madran, O. (2010). Sosyal ağların eğitim amaçlı kullanımı. XV. Türkiye’de İnternet Konferansı içinde (s. 30-37). Erişim adresi: https://www.researchgate.net/profile/Yasemin-Gulbahar/publication/228549730_Sosyal_Aglarin_Egitim_Amacli_Kullanimi/links/543fafec0cf21227a11a9b8d/Sosyal-Aglarin-Egitim-Amacli-Kullanimi.pdf
18. Harasim, L. (2012). Learning theory and online technologies. New York: Routledge.
19. Hrastinski, S. (2008). The potential of synchronous communication to enhance participation in online discussions: A case study of two e-learning courses. Information & Management, 45(7), 499-506. https://doi.org/10.1016/j.im.2008.07.005
20. Ibabe, I. and Jauregizar, J. (2010). Online self-assessment with feedback and metacognitive knowledge. Higher Education, 59, 243-258. https://doi.org/10.1007/s10734-009-9245-6
21. Iglesias Pérez, M. C., Vidal-Puga, J. and Pino Juste, M. R. (2022). The role of self and peer assessment in Higher Education. Studies in Higher Education, 47(3), 683-692. https://doi.org/10.1080/03075079.2020.1783526
22. Jacobs, G. M., Wang, A., Li, X. ve Xie, Y. (2008). Making thinking audible and visible via cooperative learning. M. H. Chau ve T. Kerry (Ed.), International perspectives on education içinde (s. 103-117). London: Continuum. Erişim adresi: https://eric.ed.gov/?id=ED573751
23. Jalili, S. (2024). Effect of online collaborative learning via Google Docs on writing performance of Iranian EFL Learners. International Journal of Foreign Language Teaching and Research, 12(48), 41-50. Erişim adresi: https://journals.iau.ir/article_709680_c8b3e62f5c56bd855e4b7f849f80d513.pdf
24. Jianhua, Z. ve Akahori, K. (2001, July). Web-based collaborative learning methods and strategies in higher education. International conference on Information Technology-based Higher Education and Training içinde (s. 4-6). Erişim adresi: https://www.researchgate.net/profile/Kanji-Akahori/publication/228573433_Web-based_collaborative_learning_methods_and_strategies_in_ higher_education/links/544052190cf2be1758d00027/Web-based-collaborative-learning-methods-and-strategies-in-higher-education.pdf
25. Johnson, K. (2013). Facilitating cooperative learning in online and blended courses: An example from an integrated marketing communications course. American Journal of Business Education, 6(1), 33-40. Erişim adresi: https://files.eric.ed.gov/fulltext/EJ1054191.pdf Johnson, D. W., Johnson, R. T. ve Smith, K. A. (1998). Active learning: Cooperation in the college classroom, (2nd ed.); Interaction Book: Edina, MN. Erişim adresi: https://www.jstage.jst.go.jp/article/arepj1962/47/0/47_29/_pdf/-char/ja
26. Karaman, S., Yıldırım, S. ve Kaban, A. (2008). Öğrenme 2.0 yaygınlaşıyor: Web 2.0 uygulamalarının eğitimde kullanımına ilişkin araştırmalar ve sonuçları. XIII. Türkiye’de İnternet Konferansı Bildirileri içinde (s. 35-40). Erişim adresi: https://inet-tr.org.tr/inetconf13/kitap/karaman_yildirim_inet08.pdf
27. Kollar, I. ve Fischer, F. (2010). Peer assessment as collaborative learning: A cognitive perspective. Learning and instruction, 20(4), 344-348. https://doi.org/10.1016/j.learninstruc.2009.08.005
28. Korkmaz, Ö. (2013). BÖTE öğretmen adaylarının çevrimiçi işbirlikli öğrenmeye dönük tutumları ve görüşleri. İlköğretim Online, 12(1), 283-294. Erişim adresi: https://dergipark.org.tr/en/download/article-file/90525
29. Korucu, A. T. ve Biçer, H. (2017). Eğitimde kullanılan teknoloji destekli işbirlikli ortamlar. Akademik Bilişim Konferansları, 1-8. Erişim adresi: https://ab.org.tr/ab17/bildiri/161.pdf
30. Kousa, M. A. (2015, March). Jigsaw cooperative learning in engineering classrooms. 2015 IEEE Global Engineering Education Conference (EDUCON) içinde (s. 58-62). IEEE. Erişim adresi: https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=7095951
31. Laal, M., Geranpaye, L. ve Daemi, M. (2013). Individual accountability in collaborative learning. Procedia-Social and Behavioral Sciences, 93, 286-289. https://doi.org/10.1016/j.sbspro.2013.09.191
32. Laguador, J. M. (2014). Cooperative learning approach in an outcomes-based environment. International Journal of Social Sciences, Arts and Humanities, 2(2), 46-55. Erişim adresi: https://max.zhdk.ch/wp-content/uploads/2018/04/Laguador_2014.pdf
33. Miles, M. ve Huberman, A. (1994). Qualitative data analysis. New Delhi: SAGE Publications.
34. Mohamada, A. M., Yusofa, F. M. ve Arisb, B. (2014). Online cooperative learning for communication and team working skills enhancement. Jurnal Teknologi, 69(1), 137-143. https://doi.org/10.11113/jt.v69.3122
35. Moskowitz, J. M., Malvin, J. H., Schaeffer, G. A. ve Schaps, E. (1983). Evaluation of a cooperative learning strategy. American Educational Research Journal, 20(4), 687-696. https://doi.org/10.3102/00028312020004687
36. Ndoye, A. (2017). Peer/self assessment and student learning. International Journal of Teaching and Learning in Higher Education, 29(2), 255-269. Erişim adresi: https://files.eric.ed.gov/fulltext/EJ1146193.pdf
37. Omelicheva, M. Y. (2005). Self and peer evaluation in undergraduate education: Structuring conditions that maximize its promises and minimize the perils. Journal of Political Science Education, 1(2), 191-205. https://doi.org/10.1080/15512160590961784
38. Ozaydın Ozkara, B. ve Cakir, H. (2018). Participation in online courses from the students’ perspective. Interactive learning environments, 26(7), 924-942. https://doi.org/10.1080/10494820.2017.1421562
39. Qureshi, M. A., Khaskheli, A., Qureshi, J. A., Raza, S. A. ve Yousufi, S. Q. (2023). Factors affecting students’ learning performance through collaborative learning and engagement. Interactive Learning Environments, 31(4), 2371-2391. https://doi.org/10.1080/10494820.2021.1884886
40. Razali, S. N., Shahbodin, F., Hussin, H. ve Bakar, N. (2015). Factors affecting the effective online collaborative learning environment. Pattern analysis, intelligent security and the internet of things içinde (s. 215-224). Springer International Publishing. Erişim adresi: https://link.springer.com/chapter/10.1007/978-3-319-17398-6_20
41. Reeves, T. C., Herrington, J. ve Oliver, R. (2004). A development research agenda for online collaborative learning. Educational Technology Research and Development, 52(4), 53-65. Erişim adresi: https://link.springer.com/article/10.1007/BF02504718
42. Resta, P., Awalt, C. ve Menchaca, M. (2002). Self and peer assessment in an online collaborative learning environment. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education içinde (pp. 682-689). Association for the Advancement of Computing in Education (AACE). Erişim adresi: https://www.learntechlib.org/p/15288/
43. Rienties, B., Tempelaar, D., Van den Bossche, P., Gijselaers, W. ve Segers, M. (2009). The role of academic motivation in Computer-Supported Collaborative Learning. Computers in Human Behavior, 25(6), 1195-1206. https://doi.org/10.1016/j.chb.2009.05.012
44. Seifert, T. ve Bar-Tal, S. (2023). Student-teachers’ sense of belonging in collaborative online learning. Education and Information Technologies, 28(7), 7797-7826. Erişim adresi: https://link.springer.com/article/10.1007/s10639-022-11498-3
45. Somaratne, R. M. P. N. (2015, August). Exploring the user experiences of collaborative online learning. İçinde 2015 Fifteenth International Conference on Advances in ICT for Emerging Regions (ICTer) (pp. 268-268). IEEE. https://doi.org/10.1109/ICTER.2015.7377701
46. Stacey, E. (1999). Collaborative learning in an online environment. Journal of Distance Education, 14(2), 14-33. Erişim adresi: https://web.mit.edu/acs/faq/Online-collaboration/collab-learning_files/stacey.htm
47. Sunggingwati, D. (2019). Cooperative learning in peer teaching: A case study in an EFL context. Research Methodology in Linguistics and Education, 8, 169. https://doi.org/10.17509/ijal.v8i1.11475
48. Swanson, K. W. ve Kayler, M. (2009). Self-Assessment in Building Online Communities of Learning. Handbook of Research on E-Learning Applications for Career and Technical Education: Technologies for Vocational Training içinde (s. 431-443). IGI Global. Erişim adresi: https://www.igi-global.com/chapter/self-assessment-building-online-communities/19991
49. Tan, J. S. ve Chen, W. (2022). Peer feedback to support collaborative knowledge improvement: What kind of feedback feed-forward?. Computers & Education, 187, 104467. https://doi.org/10.1016/j.compedu.2022.104467
50. Tomar, S., Arundhathi, A., Gupta, S. ve Sharma, M. (2024). Digital assessment: impact on student motivation, peer learning, group dynamics. Journal of Education and Learning (EduLearn), 18(1), 9-17. https://doi.org/10.11591/edulearn.v18i1.21138
51. Vygotsky L. S. (1978). Mind in society: The development of higher mental processes. M. Cole, et al. (Eds.), Cambridge, MA: Harvard University Press.
52. Wang Z. (2013). Effects of Heterogeneous and Homogeneous Grouping on Student Learning (Doktora Tezi). University of North Carolina at Chapel Hill. Erişim adresi: https://cdr.lib.unc.edu/concern/dissertations/9z903079v
53. Wang, Y., Li, H., Feng, Y., Jiang, Y. and Y. Liu. (2012). Assessment of programming language learning based on peer code review model: Implementation and experience report. Computers & Education 59(2), 412–422. https://doi.org/10.1016/j.compedu.2012.01.007.
54. Widjaja, A. E. ve Chen, J. V. (2017). Online learners’ motivation in online learning: the effect of online-participation, social presence, and collaboration. Learning Technologies in Education: Issues and Trends, 12, 72-93. Erişim adresi: https://www.researchgate.net/profile/Andree-Widjaja/publication/321992187_Online_Learners'_Motivation_in_Online_Learning_The_Effect_of_Online-Participation_Social_Presence_and_Collaboration/links/5a3c576c0f7e9b10e23bbfe3/Online-Learners-Motivation-in-Online-Learning-The-Effect-of-Online-Participation-Social-Presence-and-Collaboration.pdf
55. Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
56. Yunus, M., Setyosari, P., Utaya, S. ve Kuswandi, D. (2021). The Influence of Online Project Collaborative Learning and Achievement Motivation on Problem-Solving Ability. European Journal of Educational Research, 10(2), 813-823. https://doi.org/10.12973/eu-jer.10.2.813
57. Zhan, H. (2008). The Effectiveness of Instructional Models with Collaborative Learning Approaches in Undergraduate Online Courses (Doktora Tezi). Northern Arizona University. Erişim adresi: https://www.proquest.com/docview/304410291?pq-origsite=gscholar&fromopenview=true&sourcetyp e=Dissertations%20&%20Theses
58. Zhang, Z., Liu, T., Gao, X. ve Lee, C. B. (2024). A longitudinal examination of language learners’ group-level enjoyment and emotion regulation in online collaborative learning. Language Teaching Research, 0(0), 0-0. https://doi.org/10.1177/13621688241227584
59. Zhang, Y., Pi, Z., Chen, L., Zhang, X. ve Yang, J. (2021). Online peer assessment improves learners’ creativity: not only learners’ roles as an assessor or assessee, but also their behavioral sequence matter. Thinking Skills and Creativity, 42, 100950. https://doi.org/10.1016/j.tsc.2021.100950
60. Zhang, Y., Pi, Z., Chen, L., Zhang, X. ve Yang, J. (2021). Online peer assessment improves learners’ creativity: not only learners’ roles as an assessor or assessee, but also their behavioral sequence matter. Thinking skills and creativity, 42, 100950.
61. Zheng, L., Cui, P. ve Zhang, X. (2020). Does collaborative learning design align with enactment? An innovative method of evaluating the alignment in the CSCL context. International Journal of Computer-Supported Collaborative Learning, 15, 193-226. Erişim adresi: https://link.springer.com/article/10.1007/s11412-020-09320-8
62. Zhu, C. (2012). Student satisfaction, performance, and knowledge construction in online collaborative learning. Journal of Educational Technology & Society, 15(1), 127-136. Erişim adresi: https://www.jstor.org/stable/pdf/jeductechsoci.15.1.127
63. Zou, D., Xie, H. ve Wang, F. L. (2021, August). Peer-assessment enhanced collaborative learning in a virtual learning environment. Blended Learning: Re-thinking and Re-defining the Learning Process. 14th International Conference içinde, (s. 132-141). Springer International Publishing. Erişim adresi: https://link.springer.com/chapter/10.1007/978-3-030-80504-3_11
64. Zygouris-Coe, V. (2012). Collaborative learning in an online teacher education course: Lessons learned. ICICTE Proceedings içinde (s. 332-342). Erişim adresi: http://www.icicte.org/Proceedings2012/Papers/08-4-Zygouris-Coe.pdf