An Investigation of Distance Education Students’ Interaction Experiences

Year 2023, , 381 - 392, 15.01.2024

Esma Yıldız , Hakan Tüzün

https://doi.org/10.53478/yuksekogretim.1199744

Abstract

The purpose of the study is to investigate the interaction experiences of distance education students within the framework of interaction types. The interaction experiences of 10 undergraduate distance education students were examined in the study using the phenomenological method. Research data were collected using a semi-structured interview form and analyzed using a seven-step phenomenological analysis method. How students make sense of interaction in distance education was defined by four themes: interobjectivity, timing, intimacy and immediacy, and readiness. The study discussed the propositions of interaction equivalence theory in light of the participants’ views. The results suggest that other types of interaction can be ignored when student-content or student-instructor interaction is at a high level. The results also show that student-content, student-instructor, and student-student interaction are important in distance education, ranked from most important to least important. The common opinion of all participants is that the most important type of interaction in distance education is student-content interaction. The findings obtained by this study can raise awareness among stakeholders by understanding the interaction experiences of distance education students, and help proactively increase their potential interaction experiences.

Keywords

distance education, interaction, experience

Uzaktan Eğitim Öğrencilerinin Etkileşim Deneyimlerinin İncelenmesi

Abstract

Bu çalışmanın amacı uzaktan eğitim öğrencilerinin etkileşim deneyimlerini, etkileşim türleri çerçevesinde araştırmaktır. Fenomenoloji yöntemi kullanılan çalışmada, 10 lisans öğrencisinin uzaktan eğitimde üç farklı tür etkileşim deneyimi incelenmiştir. Veriler, yarı yapılandırılmış görüşme formuyla toplanmış ve yedi aşamalı fenomenolojik analiz yöntemi kullanılarak incelenmiştir. Öğrencilerin uzaktan eğitimde etkileşimi nasıl anlamlandırdıkları ve deneyimledikleri anlaşılmaya çalışılmıştır. Çalışmada etkileşimin tanımına ilişkin bulgular; nesneler arasılık, zamanlama, samimiyet ve yakınlık, hazırbulunuşluk olmak üzere dört tema olarak raporlanmıştır. Çalışmada Etkileşim Eşdeğerliği Kuramı tezleri, katılımcı görüşleriyle ele alınmıştır. Bu noktada araştırma bulguları; etkileşim türlerinden öğrenci-içerik veya öğrenci-öğretici etkileşiminin yüksek seviyede olması halinde kalan iki etkileşim türünün gözardı edilebileceği şeklindedir. Bulgulara göre, uzaktan eğitimde etkileşim türleri için bir önem sırası yapılacak olursa ilk olarak öğrenciiçerik etkileşimi, ardından öğrenci-öğretici etkileşimi son olarak ise öğrenci-öğrenci etkileşimi gelmektedir. Tüm katılımcıların ortak fikri ise uzaktan eğitimde en önemli etkileşim türünün öğrenci- içerik etkileşimi olduğu yönündedir. Bulgular, uzaktan eğitim öğrencilerinin etkileşim deneyimlerini anlayarak paydaşların farkındalığını arttırabilir. Sonuçta proaktif olarak potansiyel etkileşim deneyimlerini arttırmaya yardımcı olabilir.

Keywords

uzaktan eğitim, etkileşim, deneyim

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