Çevrimiçi İş Birlikli Öğrenme Ortamına İlişkin Lisansüstü Öğrencilerin Algıları

Year 2024, Volume: 24 Issue: 3, 1267 - 1294, 30.09.2024

Emine Aruğaslan

https://doi.org/10.18037/ausbd.1474253

Abstract

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.

Keywords

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

Graduate Students' Perceptions of the Online Collaborative Learning Environment

Abstract

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".

Keywords

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

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