COVID-19 SALGINI ESNASINDA ÖĞRENCİLER ARASI BİLGİSAYAR TEMELLİ İLETİŞİMDE KELİME ÖĞRENME OLANAKLARI: ÖĞRETME, ÖĞRENMEYİ BAŞLATMA VE ÖĞRENME

Year 2022, , 69 - 88, 31.12.2022

Gülşah Uyar

https://doi.org/10.52597/buje.1047534

Abstract

COVID-19 salgını fiziki eğitimi tamamen internet temelli eğitime taşıyarak eğitim etkinliklerini değiştirmiştir. Bu sayede, pandemi öncesinde hali hazırda hız kazanmış olan teknoloji entegrasyonu eğitim faaliyetlerini devam ettirmedeki tek çözüm haline geldi. Öğrencilerin eğitim uygulamalarından en iyi şekilde yararlanabilmeleri için çevrimiçi platformlarda birbirleriyle iletişim kurmaları ve akranlarından öğrenmeleri konusu özellikle COVID-19'un patlak vermesinden sonra ön plana çıkmıştır. Bu dönem aynı zamanda video aracılı görev tabanlı iletişimde akran-akran etkileşimi de dahil olmak üzere eğitimdeki çeşitli uygulamalarda teknoloji entegrasyonunun incelenmesinin önemini gündeme getirdi/arttırdı. Mevcut çalışma, teknoloji entegrasyonunun bir boyutuna ışık tutmak amacıyla data olarak COVID-19 salgını esnasında bir öğrenci grubunun bireysel sanal geziler üzerine üç haftalık etkileşiminin video kaydını kullanmaktadır. Öğrenci etkileşiminden gelen video kayıtları konuşma çözümlemesinin (KÇ) mikro analitik lensleri kullanılarak analiz edilmiştir. Bu çalışma, sınıf dışında akran-akran etkileşiminin derinlemesine incelenmesiyle alana katkı sağlamaktadır. Veri bireysel sanal şehir turları üzerine olan video konferanslarında katılımcıların anlam müzakeresi yoluyla kelime öğretme, kelime öğrenmesini başlatma ve öğrenmeyi gerçekleştirdiklerini göstermiştir. Bu nedenle, akran-akran bilgisayar aracılı etkileşimin öğrenme fırsatları ve öğrenmeyi sağladığı açıktır ve bu sınıf dışında akran-akran etkileşimi gerektiren görevlerin ders tasarımına entegre edilebileceğini göstermektedir.

Keywords

Öğrenme olanakları, akran-akran etkileşimi, video konferans, COVID-19, Bilgisayar temelli etkileşim, kelime

AFFORDANCES OF LEXICON LEARNING IN PEER-PEER COMPUTER MEDIATED INTERACTION DURING COVID-19 OUTBREAK: DOING TEACHING, INITIATING AND DOING LEARNING PRACTICES

Abstract

The outbreak of COVID-19 has changed education practices through moving face-to-face education to complete internet-based education. Therefore, the integration of technology which already gained acceleration before the pandemic has become the only solution to be able to carry out educational practices. The issue of making students communicate with each other on online platforms to get the best from educational practice and peer learning especially came into prominence following the outbreak of the COVID-19. This era also brought/raised the importance of the examination of technology integration in various practices in education including the peer-peer interaction in video-mediated task-based communication. To shed a light on an aspect of technology integration, the current study makes use of the data that comes from video recordings of online peer-peer interaction on individual virtual city tours of a group for three weeks during COVID-19 pandemic. The video-recordings of student-student interaction in groups are analyzed by using the micro lenses of multimodal conversation analysis (CA). The study contributes to the field with an in-depth examination of peer-peer interaction out of the classroom. The examination of the data shows that participants do lexicon teaching, initiate and do lexicon learning via negotiation of meaning during their videoconferences on their virtual city tours. Thus, it is obvious that peer-peer computer-mediated interaction provides learning opportunities and enables learning which suggests that tasks which require peer-peer interaction out of classroom can be integrated into course design.

Keywords

learning opportunities, peer-peer interaction, videoconferencing, COVID-19, CMC, lexicon

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