The Effect of Individual Differences and Communication Tools on Transactional Distance in Online Learning

Year 2017, Volume: 18 Issue: 1, 430 - 447, 07.07.2017

Esma Aybike Bayır , Ahmet Mahiroğlu

https://doi.org/10.12984/egeefd.310285

Cited By: 2

Abstract

The aim of this study is to investigate the effect of gender
and locus of control with using of chat and/or e-mail on students transactional
distance in studying in online learning environments. The research was carried
out with 60 participants that are freshmen of Gazi University, Faculty of
Education, Department of Computer Education and Instructional Technology in
Ataturk's Principles and History of Turkish Revolution II course. The research model
is post-test control group experimental design. Due to the properties of the
study, the non-parametric chi-square test was used. Based on the findings, it
was observed that, there was no significant relationship between gender and
locus of control with students transactional distance perceptions in studying
in online learning environments. As a result, students gender and locus of
control does not have an effect on their transactional distance perceptions in
studying in online learning environments.

Keywords

Online learning, synchronous learning, asynchronous learning, transactional distance, locus of control

Çevrimiçi Öğrenmede Bireysel Faklılıklar ve İletişim Ortamlarının İşlemsel Uzaklık Algısına Etkisi

Abstract

Bu araştırmanın amacı, çevrimiçi öğrenme ortamlarında
öğrenim gören öğrencilerin cinsiyet ve denetim odakları ile sohbet ve/veya
e-posta kullanımlarının işlemsel uzaklık algılarına etkisini incelenmektir. Araştırma Gazi Üniversitesi Gazi
Eğitim Fakültesi Bilgisayar ve Öğretim Teknolojileri Eğitimi Ana Bilim Dalı
birinci sınıf öğrencilerinden oluşan 60 katılımcı ile Atatürk İlkeleri ve
İnkılap Tarihi II dersinde gerçekleştirilmiştir. Araştırmanın modeli, son test
kontrol gruplu deneysel desendir. Araştırmanın niteliklerine uygun olarak
parametrik olmayan testlerden ki-kare kullanılmıştır. Araştırma bulgularına
göre, çevrimiçi öğrenme ortamlarında öğrenim gören öğrencilerin cinsiyet ve
denetim odaklarının işlemsel uzaklık algıları ile anlamlı bir ilişkisi olmadığı
ortaya çıkmıştır. Sonuç olarak, çevrimiçi öğrenme ortamlarında öğrenim gören
öğrencilerin cinsiyetleri ve denetim odaklarının işlemsel uzaklık algılarına
bir etkisi bulunmamaktadır.

Keywords

Çevrimiçi öğrenme, eşzamanlı öğrenme, eşzamansız öğrenme, işlemsel uzaklık algısı, denetim odağı

References

• Armstrong, D. (2010). A qualitative study of undergraduate students' approaches, perceptions, and use of online tools. Doctoral Thesis, The University of San Francisco, San Francisco. Bischoff, W.R. (1993). Transactional distance, interactive television and electronic mail communication in graduate public health and nursing courses: implications for Professional education. Doctora Thesis, University of Hawaii, Hawaii. Bischoff, W. R., Bisconer, S. W., Kooker, B. M., ve Woods, L. C. (1996). Transactional distance andinteractive television in the distance education of health professionals. American Journal of Distance Education, 10(3), 4-19. Brown, J. S. (2000). Growing up digital: How the Web changes work, education, and the way people learn change, Imroving Learning and Teaching in Higher Education, 32(2), 11-20. Burgess, J. V. (2006). Transactıonal dıstance theory and student satısfactıon wıth Web-based dıstance learnıng courses. Doctoral Thesis, The University of West Florida: Florida. Chen, Y. J. (1997). The implications of Moore's Theory of Transactional Distance in a video conferencing learning environment. Doctoral Thesis, Pennsylvania State University, Pennsylvania. Chen, Y. J. (1998). The implications of Moore’s Theory of transactional distance in a videoconferencing learning environment. Master Thesis, The Pennsylvania State University, Pennsyvania. Chen, N., Ko, H., Kinshuk, K., ve Lin, T. (2005). A model for synchronous learning using the İnternet. Innovations in Education ve Teaching International, 42(2), 181-194. Dağ, İ. (2002). Kontrol odağı ölçeği (koö): ölçek geliştirme, güvenilirlik ve geçerlik çalışması. Türk Psikolaji Dergisi, 17(49), 77-90. Doherty, W. (2006). An analysis of multiple factors affecting retention in Web based community college courses. İnternet and Higher Education, 9, 245-255. Force, D. (2004). Relationships among transactional distance variables in asynchronous computer conferences: A correlational study. Doctoral Thesis, Athabasca University, Alberta. Gagne, R. M. (1985). The conditions of learning and theory of instruction ( 4. Basım). New York: Holt, Rinehart & Winston. Garrison, D., R., ve Hanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. İnternet and Higher Education, 7(1), 95-105. Garrison, R. (2000). Theoretical challenges for distance education in the 21st century: A shift from structural to transactional issues. International Review of Research in Open and Distance Learning, 1(1), 1-17. Hopper, D. A. (2000). Learner characteristics, life circumtances, and transactional distance in an distance education setting. Doctora Thesis, Wayne State University, Detroit-Michigan. Horzum, B. (2007). İnternet tabanlı eğitimde etkileşimsel uzaklığın öğrenci başarısı, doyumu ve öz-yeterlik algısına etkisi. Doktora Tezi, Ankara Üniversitesi, Ankara. Hrastinski, S. (2008). The potential of synchronous communication to enhance participation in online discussions: A case study of two e-learning courses. Information ve Management, 45, 499-506. Huang, H. M. (2000). Moore’s theory of transactional distance in an online mediated environment: Student perceptions on the online courses. Doctoral Thesis, Seattle Pacific University, Washington. Jonassen, D. H. (1986). Hypertext principles for text and coursware design. Educational Psychologist, 21, 269-292. Jung, H. Y. (2006). Transactional distance and student motivation: Student perception of teacher immediacy, solidarity toward peer students and student motivation in distance education. Doctoral Thesis, West Virginia University: Virginia. Kuzgun, Y. ve Deryakulu, D. (2006). Eğitimde Bireysel Farklılıklar. Ankara: Nobel Yayın-Dağıtım. Lenear, P. E. (2006). The effective of İnternet based mentoring program on the transactional distance and interaction between mentors and protégés. Doctoral Thesis, University of Illinois: USA. Lowe, W. (2000). Transactional distance theory as a foundation for developing innovative and reactive instruction. Educational Technology & Society, 3(1), 1-3. Lowell, N. O. (2004). An investigation of factors contributing to perceived transactional distance in an online setting. Doctoral Thesis, University of Northern Colorado: Greeley. Maushak, N., ve Ou, C. (2007) Using synchronous communication to facilitate graduate students’ online collaboration. Quarterly Review of Distance Education, 8(2), 161-169. Marshall, G. N. (1991). A multidimensional analysis of intemal health locus of control beliefs: Separating the wheat from the chaff. Journal of Personality and Social Psychology. 61(3), 483-491. Moore, M. (1983). On a theory of independent study. In D. Stewart, D. Keegan & B. Holmberg (eds) Distance education: International Perspectives. Croom Helm, London. Moore, M. (1993). Theory of transactional distance. 24 Ocak 2014 tarihinde http://www.c3l.uni-oldenburg.de/cde/support/readings/moore93.pdf sayfasından erişilmiştir. NCES (2008). Distance education at degree-granting postsecondary institutions: 2006-07, 26 Haziran 2012 tarihinde http://nces.ed.gov/pubsearch/pubsinfo.asp? pubid=2009044 sayfasından erişilmiştir. Olubunmi, S. ve McCracken, J. (2008). Detecting critical thinking in synchronous online discussions: The potential role for instant messaging in higher education. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, 2, 3078-3086. Özkaya, M. (2013). Çevirimiçi öğrenme öğrencilerinin transaksiyonel uzaklık algısı, sorgulama topluluğu algısı ve öğrenme yaklaşımlarının akademik başarıları üzerindeki etkisi. Yüksek Lisans Tezi, Sakarya Üniversitesi, Sakarya. Pruitt, D. (2005). Transactional distance and learner autonomy as predictors of student performance in distance learning courses delivered by three modalities. Doctoral Thesis, Tulane University: USA. Ramizowski, A. ve Manson, R. (2004). Computer-mediated communication, Handbook of Research for Educational Communications and Technology (Jonnassen, D. H.): New York. Rockinson Szapkiw, A.J. (2009). The impact of asynchronous and synchronous instructionand discussion on cognitive presence, social presence, teaching presence, and learning. Doctoral Thesis, Regent University, Virginia. Rotter, J. B. (1966). Generalized expectancies for internal vs. external control of reinforcement. Psychological Monographs, 80, 1-28. Rotter, J. B., Chance, J. E. ve Phares, E. J. (1972). Applications of a social learning theory of personality. Holt, Rinehart & Winston: New York. Sandoe, C. (2005). Measuring transactional distance in online courses: The structure component. Doctoral Thesis, University of South Florida: USA. Shin, N. (2001). Beyond interaction: Transactional presence and distance learning. Doctoral Thesis, Pennsylvania State University: PA. Swan, K., Garrison, D. R., ve Richardson, J. C. (2009). A constructivist approach to online learning: the Community of Inquiry framework. In C. R. Payne (Ed.), Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks, Hershey, PA: IGI Global, 43−57. Şimşek, A. (2000). Öğretim tasarımında yeni yaklaşımlar. Anadolu Üniversitesi İletişim Bilimleri Fakültesi Dergisi, 17, 157-169. Wang, Y. ve Chen, N.S. (2007) Online synchronous language learning: SLMS over the İnternet. Innovate, 3(3). 8 Temmuz 2012 tarihinde http://innovateonline.info/pdf/vol3_issue3/Online_Synchronous_Language_Learning-__SLMS_over_the_İnternet.pdf sayfasından erişilmiştir. Yalın, H. İ. (2008). İnternet Temelli Eğitim. Ankara: Nobel Yayın Dağıtım. Yılmaz, R. ve Keser, H. (2015). İşlemsel Uzaklık Ölçeğinin uyarlama çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education) 30(4): 91-105 Zhang, A. (2003). Transactional distance in Web-based college learning environments: Toward measurement and theory construction. Doctoral Thesis, Virginia Commonwealth University, Virginia.