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Asynchronous Online Learning Experiences of Students in Pandemic Process: Facilities, Challenges, Suggestions

Year 2021, , 173 - 200, 17.04.2021
https://doi.org/10.17569/tojqi.767378

Abstract

This study examined students' experiences in an asynchronous online learning environment. Students evaluated the asynchronous online learning environment in terms of interaction, feedback, academic and technical support, active learning and assessment. The study, which was carried out with a qualitative research approach, was conducted with 28 students studying in faculty of education. During the pandemic, students continued all their courses for 9 weeks with asynchronous distance education. At the end of the semester, the interview form was sent to the students via e-mail. At the end of the study, it can be said that in the process of asynchronous online learning, students experience a lack of face-to-face interaction even if they do not have communication problems with the instructor. Students were able to get support when they needed it. However, they had problems getting instant feedback. It was seen that students had the opportunity to learn flexibly without time and space, to learn independently by doing unlimited repetitions at their own pace and to plan their own learning process. However, it was revealed that they could not do group work with their friends and felt socially isolated. Students objected to the evaluation of their class performances with assignment. Students suggested that live broadcasting activities take place at regular intervals, opening the comments section under the videos, conducting discussion board activities, establishing fast support systems, using alternative evaluation methods such as online testing and online presentations during the asynchronous online learning process.

References

  • Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance education, 27(2), 139-153.
  • Berry, G. R., & Hughes, H. (2020). Integrating Work–Life Balance with 24/7 Information and Communication Technologies: The Experience of Adult: Students With Online Learning. American Journal of Distance Education, 1-15.
  • Burns, A., Holford, P., & Andronicos, N. (2020). Enhancing understanding of foundation concepts in first year university STEM: evaluation of an asynchronous online interactive lesson. Interactive Learning Environments, 1-13.
  • Chaney, B. H., Eddy, J. M., Dorman, S. M., Glessner, L. L., Green, B. L., & Lara-Alecio, R. (2009). A primer on quality indicators of distance education. Health promotion practice, 10(2), 222-231.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (1993). How to design and evaluate research in education (Vol. 7). New York: McGraw-Hill.
  • Fresen, J. W. (2018). Embracing distance edeucation in a blended learning model: Challenges and prospects. Distance education, 39(2), 224-240.
  • Gibbings, P., Lidstone, J., & Bruce, C. (2015). Students' experience of problem-based learning in virtual space. Higher Education Research & Development, 34(1), 74-88.
  • Gómez-Rey, P., Barbera, E., & Fernández-Navarro, F. (2016). Measuring teachers and learners’ perceptions of the quality of their online learning experience. Distance Education, 37(2), 146-163.
  • Hambacher, E., Ginn, K., & Slater, K. (2018). Letting students lead: Preservice teachers' experiences of learning in online discussions. Journal of Digital Learning in Teacher Education, 34(3), 151-165.
  • Jiang, W. (2017). Interdependence of roles, role rotation, and sense of community in an online course. Distance Education, 38(1), 84-105.
  • Kim, D., Yoon, M., Jo, I. H., & Branch, R. M. (2018). Learning analytics to support self-regulated learning in asynchronous online courses: A case study at a women's university in South Korea. Computers & Education, 127, 233-251.
  • Lyons, T., & Evans, M. M. (2013). Blended learning to increase student satisfaction: an exploratory study. Internet reference services quarterly, 18(1), 43-53.
  • Majeski, R. A., Stover, M., & Ronch, J. (2016). Making asynchronous online learning more learner-oriented: An integrated conceptual model with applications for course design and instruction. Educational Gerontology, 42(2), 109-119.
  • Muir, T., Milthorpe, N., Stone, C., Dyment, J., Freeman, E., & Hopwood, B. (2019). Chronicling engagement: students’ experience of online learning over time. Distance Education, 40(2), 262-277.
  • Nandi, D., Hamilton, M., & Harland, J. (2012). Evaluating the quality of interaction in asynchronous discussion forums in fully online courses. Distance education, 33(1), 5-30.
  • Potts, H. W. (2011). Student experiences of creating and sharing material in online learning. Medical Teacher, 33(11).
  • Rose, E. (2016). Reflection in asynchronous online postsecondary courses: a reflective review of the literature. Reflective Practice, 17(6), 779-791.
  • Sbaffi, L., & Bennett, J. (2019). Postgraduate students’ experience of a jointly-taught, distance learning degree: the example of a Russell Group university. Journal of Higher Education Policy and Management, 41(6), 600-618.
  • Schulte, M. (2011). The foundations of technology distance education: A review of the literature to 2001. The Journal of Continuing Higher Education, 59(1), 34-44.
  • Shearer, R. L., Aldemir, T., Hitchcock, J., Resig, J., Driver, J., & Kohler, M. (2020). What students want: A vision of a future online learning experience grounded in distance education theory. American Journal of Distance Education, 34(1), 36-52.
  • Skelcher, S., Yang, D., Trespalacios, J., & Snelson, C. (2020). Connecting online students to their higher learning institution. Distance Education, 41(1), 128-147.
  • Strang, K. D. (2011). Asynchronous knowledge sharing and conversation interaction impact on grade in an online business course. Journal of Education for Business, 86(4), 223-233.
  • Sullivan, T. M., & Freishtat, R. (2013). Extending learning beyond the classroom: Graduate student experiences of online discussions in a hybrid course. The Journal of Continuing Higher Education, 61(1), 12-22.
  • Trenholm, S., Alcock, L., & Robinson, C. (2015). An investigation of assessment and feedback practices in fully asynchronous online undergraduate mathematics courses. International Journal of Mathematical Education in Science and Technology, 46(8), 1197-1221.
  • Willig C. 2008. Introducing qualitative research in psychology. Maidenhead: Open University Press.

Öğrencilerin Pandemi Sürecinde Asenkron Çevrimiçi Öğrenme Deneyimleri: Kolaylıklar, Güçlükler, Öneriler

Year 2021, , 173 - 200, 17.04.2021
https://doi.org/10.17569/tojqi.767378

Abstract

Bu çalışma asenkron çevrimiçi öğrenme ortamında öğrencilerin deneyimlerini incelemiştir. Öğrenciler asenkron çevrimiçi öğrenme ortamını etkileşim, geribildirim, akademik ve teknik destek, aktif öğrenme ve değerlendirme açısından değerlendirmiştir. Çalışma eğitim fakültesinde öğrenim gören 28 öğrenci ile yürütülmüştür. Öğrenciler pandemi döneminde tüm derslere 9 hafta boyunca asenkron uzaktan eğitim ile devam etmiştir. Dönem sonunda öğrencilere görüşme formu e-posta ile gönderilmiştir. Çalışmanın sonunda asenkron çevrimiçi öğrenme sürecinde öğrencilerin öğretim üyesiyle iletişim problemi yaşamasalar da yüz yüze etkileşim eksikliği hissettikleri söylenebilir. Öğrenciler ihtiyaç duyduklarında destek alabilmişlerdir. Ancak anında geribildirim almakta sorun yaşamışlardır. Öğrencileri zaman ve mekan sınırı olmadan esnek öğrenme, kendi hızında sınırsız tekrar yaparak bağımsız öğrenme ve kendi öğrenme sürecini planlama fırsatı buldukları görülmüştür. Ancak arkadaşlarıyla birlikte grup çalışması yapamadıkları ve kendilerini sosyal olarak izole hissettikleri ortaya çıkmıştır. Öğrenciler ders içi performanslarının ödevlerle değerlendirilmesine karşı çıkmıştır. Öğrenciler asenkron çevrimiçi öğrenme sürecinde belirli aralıklarla canlı yayın etkinlikleri yapılmasını, videoların altına yorum bölümünün açılmasını, tartışma board etkinliklerinin yapılmasını, hızlı destek sistemlerinin kurulmasını, çevrimiçi test ve çevrimiçi sunum yapma gibi alternatif değerlendirme yollarının kullanılmasını önermiştir.

References

  • Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance education, 27(2), 139-153.
  • Berry, G. R., & Hughes, H. (2020). Integrating Work–Life Balance with 24/7 Information and Communication Technologies: The Experience of Adult: Students With Online Learning. American Journal of Distance Education, 1-15.
  • Burns, A., Holford, P., & Andronicos, N. (2020). Enhancing understanding of foundation concepts in first year university STEM: evaluation of an asynchronous online interactive lesson. Interactive Learning Environments, 1-13.
  • Chaney, B. H., Eddy, J. M., Dorman, S. M., Glessner, L. L., Green, B. L., & Lara-Alecio, R. (2009). A primer on quality indicators of distance education. Health promotion practice, 10(2), 222-231.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (1993). How to design and evaluate research in education (Vol. 7). New York: McGraw-Hill.
  • Fresen, J. W. (2018). Embracing distance edeucation in a blended learning model: Challenges and prospects. Distance education, 39(2), 224-240.
  • Gibbings, P., Lidstone, J., & Bruce, C. (2015). Students' experience of problem-based learning in virtual space. Higher Education Research & Development, 34(1), 74-88.
  • Gómez-Rey, P., Barbera, E., & Fernández-Navarro, F. (2016). Measuring teachers and learners’ perceptions of the quality of their online learning experience. Distance Education, 37(2), 146-163.
  • Hambacher, E., Ginn, K., & Slater, K. (2018). Letting students lead: Preservice teachers' experiences of learning in online discussions. Journal of Digital Learning in Teacher Education, 34(3), 151-165.
  • Jiang, W. (2017). Interdependence of roles, role rotation, and sense of community in an online course. Distance Education, 38(1), 84-105.
  • Kim, D., Yoon, M., Jo, I. H., & Branch, R. M. (2018). Learning analytics to support self-regulated learning in asynchronous online courses: A case study at a women's university in South Korea. Computers & Education, 127, 233-251.
  • Lyons, T., & Evans, M. M. (2013). Blended learning to increase student satisfaction: an exploratory study. Internet reference services quarterly, 18(1), 43-53.
  • Majeski, R. A., Stover, M., & Ronch, J. (2016). Making asynchronous online learning more learner-oriented: An integrated conceptual model with applications for course design and instruction. Educational Gerontology, 42(2), 109-119.
  • Muir, T., Milthorpe, N., Stone, C., Dyment, J., Freeman, E., & Hopwood, B. (2019). Chronicling engagement: students’ experience of online learning over time. Distance Education, 40(2), 262-277.
  • Nandi, D., Hamilton, M., & Harland, J. (2012). Evaluating the quality of interaction in asynchronous discussion forums in fully online courses. Distance education, 33(1), 5-30.
  • Potts, H. W. (2011). Student experiences of creating and sharing material in online learning. Medical Teacher, 33(11).
  • Rose, E. (2016). Reflection in asynchronous online postsecondary courses: a reflective review of the literature. Reflective Practice, 17(6), 779-791.
  • Sbaffi, L., & Bennett, J. (2019). Postgraduate students’ experience of a jointly-taught, distance learning degree: the example of a Russell Group university. Journal of Higher Education Policy and Management, 41(6), 600-618.
  • Schulte, M. (2011). The foundations of technology distance education: A review of the literature to 2001. The Journal of Continuing Higher Education, 59(1), 34-44.
  • Shearer, R. L., Aldemir, T., Hitchcock, J., Resig, J., Driver, J., & Kohler, M. (2020). What students want: A vision of a future online learning experience grounded in distance education theory. American Journal of Distance Education, 34(1), 36-52.
  • Skelcher, S., Yang, D., Trespalacios, J., & Snelson, C. (2020). Connecting online students to their higher learning institution. Distance Education, 41(1), 128-147.
  • Strang, K. D. (2011). Asynchronous knowledge sharing and conversation interaction impact on grade in an online business course. Journal of Education for Business, 86(4), 223-233.
  • Sullivan, T. M., & Freishtat, R. (2013). Extending learning beyond the classroom: Graduate student experiences of online discussions in a hybrid course. The Journal of Continuing Higher Education, 61(1), 12-22.
  • Trenholm, S., Alcock, L., & Robinson, C. (2015). An investigation of assessment and feedback practices in fully asynchronous online undergraduate mathematics courses. International Journal of Mathematical Education in Science and Technology, 46(8), 1197-1221.
  • Willig C. 2008. Introducing qualitative research in psychology. Maidenhead: Open University Press.
There are 25 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Mücahit Öztürk 0000-0003-4293-9086

Publication Date April 17, 2021
Submission Date July 9, 2020
Published in Issue Year 2021

Cite

APA Öztürk, M. (2021). Asynchronous Online Learning Experiences of Students in Pandemic Process: Facilities, Challenges, Suggestions. Turkish Online Journal of Qualitative Inquiry, 12(2), 173-200. https://doi.org/10.17569/tojqi.767378
AMA Öztürk M. Asynchronous Online Learning Experiences of Students in Pandemic Process: Facilities, Challenges, Suggestions. TOJQI. April 2021;12(2):173-200. doi:10.17569/tojqi.767378
Chicago Öztürk, Mücahit. “Asynchronous Online Learning Experiences of Students in Pandemic Process: Facilities, Challenges, Suggestions”. Turkish Online Journal of Qualitative Inquiry 12, no. 2 (April 2021): 173-200. https://doi.org/10.17569/tojqi.767378.
EndNote Öztürk M (April 1, 2021) Asynchronous Online Learning Experiences of Students in Pandemic Process: Facilities, Challenges, Suggestions. Turkish Online Journal of Qualitative Inquiry 12 2 173–200.
IEEE M. Öztürk, “Asynchronous Online Learning Experiences of Students in Pandemic Process: Facilities, Challenges, Suggestions”, TOJQI, vol. 12, no. 2, pp. 173–200, 2021, doi: 10.17569/tojqi.767378.
ISNAD Öztürk, Mücahit. “Asynchronous Online Learning Experiences of Students in Pandemic Process: Facilities, Challenges, Suggestions”. Turkish Online Journal of Qualitative Inquiry 12/2 (April 2021), 173-200. https://doi.org/10.17569/tojqi.767378.
JAMA Öztürk M. Asynchronous Online Learning Experiences of Students in Pandemic Process: Facilities, Challenges, Suggestions. TOJQI. 2021;12:173–200.
MLA Öztürk, Mücahit. “Asynchronous Online Learning Experiences of Students in Pandemic Process: Facilities, Challenges, Suggestions”. Turkish Online Journal of Qualitative Inquiry, vol. 12, no. 2, 2021, pp. 173-00, doi:10.17569/tojqi.767378.
Vancouver Öztürk M. Asynchronous Online Learning Experiences of Students in Pandemic Process: Facilities, Challenges, Suggestions. TOJQI. 2021;12(2):173-200.