UZAKTAN ÖĞRENENLER İÇİN KİŞİLERARASI ETKİLEŞİM SÜRECİ: DİJİTAL YERLİ VE DİJİTAL GÖÇMEN KAVRAMLARI KAPSAMINDA TÜRKİYE’DEN BİR ÖRNEK

Year 2017, , 294 - 310, 31.07.2017

Fırat Tufan

https://doi.org/10.17680/erciyesakademia.310633

Abstract

Çalışma kapsamında, İstanbul Üniversitesi Uzaktan Eğitim
Fakültesi’nde öğrenim gören, farklı bölümlerden 8 dijital yerli olarak
tanımlanabilecek uzaktan yüksek öğretim öğrencisi ve 8 dijital göçmen
olarak tanımlanabilecek uzaktan yüksek öğretim öğrencisi ile odak grup görüşmesi
gerçekleştirilmiştir. Öğrencilere, uzaktan eğitim sistemi dahilinde tüm
paydaşlarla hangi iletişim araçlarıyla iletişim kurmayı tercih ettikleri,
iletişim sürecinde yaşadıkları sorunların ve beklentilerinin neler olduğuna
yönelik sorular sorulmuştur. Sonuçolarak, dijital yerli ve dijital göçmen öğrencilerin
iletişim kurma süreçlerinde farklılıklar olduğu ortaya konmuşve bu farklılıkların,
onların öğrenme süreçlerine de yansıdığı tespit edilmiştir. Dijital yerli
olarak tanımlanan öğrenciler, kurumsal dijital öğrenme ortamları üzerinde
sosyal ağlar aracılığıyla daha çok etkileşim beklentisi içinde iken, dijital
göçmenler sistem üzerindeki uygulamalar aracılığıyla grup çalışmasına yönelik
girişimlerin güçlendirilmesini talep etmektedir. Teknik sorunlar, her iki
grubun öğrenme faaliyetlerini olumsuz yönde etkileyen faktörlerdir.

 

Keywords

Dijital Yerli, Kişilerarası İletişim, Uzaktan Eğitim, Etkileşim, Dijital Göçmen

INTERPERSONAL INTERACTION PROCESS FOR DISTANCE LEARNERS: AN EXAMPLE FROM TURKEY IN LINE WITH THE CONCEPTS OF DIGITAL NATIVES AND DIGITAL IMMIGRANTS

Abstract

            Within
the scope of the study, a focus group interview was conducted with the 8
distance education students who can be defined as digital natives and 8
distance education students who can be defined as digital immigrants. Students
were chosen from different departments in Istanbul University’s Faculty of Open
and Distance Education. Among the important questions that asked as a part of
the study are what communication tools they prefer to communicate with all
stakeholders under the distance education system, what kind of problems they
experience in the communication process and what their expectations are
regarding the communication practices. In conclusion, it is determined that
there are some differences in communication habits between digital native and
digital immigrant students. It is revealed that such differences are able to
reflect on their learning practices. While digital natives expected to enjoy
more interaction opportunities on the formal educational software through the
social networks, digital immigrants expected some initiatives for collaborative
studies. Technical problems are important factors that adversely affect the
learning activities for both groups.

Keywords

Interpersonal Communication, Distance Education, Interaction, Digital Native, Digital Immigrant

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