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The Effects of E-Portfolio Implementation on Motivation in an Online Collaborative Learning Setting

Yıl 2019, Cilt: 20 Sayı: 3, 963 - 975, 31.12.2019

Pınar Erten Oğuzhan Özdemir İ. Yasar Kazu

https://doi.org/10.17679/inuefd.524591
Cited By: 2

Öz

The purpose of
this study was to determine the effects of e-portfolio implementation in an
Operating Systems and Applications course on students’ motivations in an
online collaborative learning setting. The differences between motivation pre-test and post-test scores of the
experimental and control groups were examined. Student opinions were also
analyzed. Qualitative and quantitative data were collected together. The
experimental group consisted of 35 students and the control group consisted of
33 students. Only the experimental group students’
opinions were gathered for the qualitative aspect of the study. The study was
conducted through the course web-site and within the virtual classroom
setting. Motivation was observed to be high before the implementation on the
experimental group and after the implementation on the control group. In
addition, while there were no changes in the motivation levels of the
experimental group before and after the implementation, according to before
the implementation, a decrease in control group motivation was observed after
the implementation. Also, students were observed to state motivation decreased
as reported on the qualitative dimension of the study. These two results
supported each other. The course settings, which can minimize or annihilate
the factors stated by the students that caused motivation decreases, should be
reorganized and students should be sufficiently informed. Settings that
support each other should be designed through face-to-face education
opportunities in virtual and online systems. 

Anahtar Kelimeler

collaborative learning e-portfolio experimental study motivation online collaborative learning virtual setting

Kaynakça

  • Açıkgöz, K. Ü. (1990). İşbirliğine dayalı öğrenme ve geleneksel öğretimin üniversite öğrencilerinin akademik başarısı, hatırda tutma düzeyleri ve duyuşsal özellikleri üzerindeki etkileri [Collaborative learning and the effects of traditional teaching on the academic success, reminiscence and affective characteristics of university students]. I. Ulusal Eğitim Bilimleri Kongresi [National Congress of Educational Sciences], 25-28 September 1990 (pp. 187-201). Ankara Üniversitesi Eğitim Bilimleri Fakültesi [Ankara University Faculty of Educational Sciences], Ankara.
  • An, H., Kim, S., & Kim, B. (2008). Teacher perspectives on online collaborative learning: Factors perceived as facilitating and impeding successful online group work. Contemporary Issues in Technology and Teacher Education, 8(1), 65-83.
  • Bayrakçeken, S., Doymuş, K., & Doğan, A. (2013). İşbirlikli öğrenme modeli ve uygulanması [Cooperative learning model and its implementation]. Ankara: Pegem Akademi Publishing.
  • Bennett, S. (2004). Supporting collaborative project teams using computer-based technologies. In T. S. Roberts (Ed.), Online Collaborative Learning: Theory and Practice (pp. 1-27). USA, Idea Group Publishing.
  • Bonk, C. J., Wisher, R. A., & Lee, J-Y. (2004). Moderating learner-centered e-learning: Problems and solutions, benefits and implications. In T. S. Roberts (Ed.), Online Collaborative Learning: Theory and Practice (pp. 54-85). USA: Idea Group Publishing.
  • Brindley, J. E., Walti, C., & Blaschke, L. M. (2009). Creating effective collaborative learning groups in an online environment. International Review of Research in Open and Distance Learning, 10(3), 1-18.
  • Büyüköztürk, Ş. (2011). Deneysel desenler: Öntest-sontest kontrol grubu desen ve veri analizi [Experimental design: pretest-posttest control group design and data analysis]. (3th ed.). Ankara: Pegem Akademi Publishing.
  • Chang, C. C. (2008). Enhancing self-perceived effects using web-based portfolio assessment. Computers in Human Behavior, 24(4), 1753-1771.
  • CoopLearn.org. (2007). Online cooperative learning. http://www.cooplearn.org/. Accessed 2 December 2014.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal Bilimler İçin Çok Değişkenli İstatistik SPSS ve LISREL Uygulamaları [Multivariate Statistics for Social Sciences SPSS and LISREL Applications]. (2nd ed.). Ankara: Pegem Akademi Publishing.
  • Dağ, E. (2011). Web tabanlı değerlendirme sistemi kullanılarak 5. sınıf öğrencileri için matematik dersi ödev değerlendirmesi ve bu sistemlerin öğrenci üzerindeki etkililiğinin araştırılması [Evaluating the homework of math lesson for fifth class students using web based evaulation system and researching the effectiveness of these systems on students]. 5th International Computer & Instructional Technologies Symposium, 22-24 September 2011, Fırat University, Elazığ.
  • Eogrenme.net. (2012). Çevrimiçi e-öğrenme ortamları [Online e-learning environments]. http://www.eogrenme.net/index.php?id=7&option=com_content&task=view. Accessed 11 March 2012.
  • Graham, C. R., & Misanchuk, M. (2004). Computer-mediated learning groups: Benefits and challenges to using groupwork in online learning environments. In T. S. Roberts (Ed.), Online Collaborative Learning: Theory and Practice. (pp. 181-202). USA: Idea Group Publishing.
  • Gross Davis, B. (1999). Cooperative learning: Students working in small groups. Speaking of Teaching: Standford University Newsletter on Teaching, 10(2), 1-4. http://web.stanford.edu/dept/CTL/Newsletter/cooperative.pdf. Accessed 30 November 2014.
  • Gülbahar, Y., & Köse, F. (2006). Öğretmen adaylarının değerlendirme için elektronik portfolyo kullanımına ilişkin görüşleri [Perceptions of preservice teachers about the use of electronic portfolios for evaluation]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi [Ankara University Journal of Faculty of Educational Sciences], 39(2), 75-93.
  • Gümüş, S. (2007). Çevrimiçi işbirliği ekiplerinde öğrenenlerin sorun çözerek öğrenmeyle ilgili tutum ve görüşleri [Attitudes and views of online cooperative learning teams toward learning by problem solving]. Unpublished master thesis, Anadolu Üniversitesi Sosyal Bilimler Enstitüsü [Anadolu University Institute of Social Sciences], Eskişehir.
  • Gürol, M., & Demirli, C. (2006). E-portfolio sürecinde öğrenci motivasyonu [Students’ motivation in e-portfolio process]. VI. Uluslararası Eğitim Teknolojileri Konferansı [VI. International Educational Technology Symposium], 19-21 April 2006. Doğu Akdeniz University, Gazimağusa, KKTC.
  • Hiltz, R. S. (1998). Collaborative learning in asynchronous learning networks: Building learning communities. http://web.njit.edu/~hiltz/collaborative_learning_in_asynch.htm. Accessed 23 November 2014.
  • Jahng, N. (2012). An investigation of collaboration processes in an online course: How do small groups develop over time? The International Review of Research in Open and Distance Learning, 13(4), 1-18.
  • Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into Practice, 38(2), 67-73.
  • Johnson, D. W., & Johnson, R. T. (2014). Using technology to revolutionize cooperative learning: An opinion. Frontiers in Psychology, 5(1156), 1-3.
  • Johnson, D. W., Johnson, R. T., & Holubec, E. (2010). The cooperative link: Cooperative learning. The Newsletter of The Cooperative Learning Institute, 25(1), 1-4. http://www.co-operation.org/wp-content/uploads/2011/01/Volume-251.pdf. Accessed 25 November 2012.
  • Jung, I. (2000). A keynote address for the sub-theme on “Enhancing teaching and learning through research: Focusing on web-based distance education”. Enhancing Learning and Teaching Through Research. CRIDALA 21-24 June 2000, The Open University of Hong Kong. Hong Kong.
  • Kaur, H. (2005). Learner satisfaction in a collaborative online learning environment. Proceedings of the 4th International Conference on E-learning/4th International Conference on Information, September 2005, Kuala Lumpur, Malaysia. http://asiapacific-odl.oum.edu.my/C33/F239.pdf. Accessed 11 March 2012.
  • Kaur, H., & Kaur, K. (2005). Collaborative online learning: Issues in online facilitation. ICDE International Conference, 19-23 November (pp. 1-13). New Delhi, India. http://eprints.oum.edu.my/52/1/Collaborative_online_learning.pdf. Accessed 11 March 2012.
  • Korkmaz, Ö. (2013). BÖTE öğretmen adaylarının çevrimiçi işbirlikli öğrenmeye dönük tutumları ve görüşleri [CEIT Teacher candidates’ attitude toward online collaborative learning and their opinions]. İlköğretim Online [Elementary Education Online], 12(1), 283-294.
  • Kurtuluş, A., & Kılıç, R. (2009). Webquest destekli işbirlikli öğrenme yönteminin matematik dersindeki erişiye etkisi [The effects of webquest assisted cooperative learning method on the achievement towards mathematics lesson]. e-Journal of New World Sciences Academy Education Sciences, 4(1), 62-70.
  • Lee, K., & Bos, B. (2011, November). Online collaborative learning: Promoting a culture of cooperation. 17th Annual Sloan Consortium International Conference on Online Learning. Lake Buena Vista, Florida. http://olc.onlinelearningconsortium.org/conferences/2011/aln/online-collaborative-learning-promoting-culture-cooperation. Accessed 19 November 2012.
  • Macdonald, J. (2003). Assessing online collaborative learning: Process and product. Computers & Education, 40(4), 377-391.
  • Muukkonen, H., Hakkarainen, K., & Lakkala, M. (2004). Computer-mediated progressive inquiry in higher education. In T. S. Roberts (Ed.), Online Collaborative Learning: Theory and Practice (pp. 28-53). USA: Idea Group Publishing.
  • Nam, C. W., & Zellner, R. D. (2011). The relative effects of positive interdependence and group processing on student achievement and attitude in online cooperative learning. Computers & Education, 56(3), 680-688.
  • Öner, D., & Adadan, E. (2013). Web tabanlı portfolyo oluşturarak öğretmen olmak: Öğretmenlik uygulamaları için pedagojik bir model [Learning to Teach with Web-Based Portfolios: A Pedagogical Model for Preservice Teacher Education]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi-GEFAD [Gazi University Journal of Gazi Educational Faculty], 33(3), 475-493.
  • Özer, M. A. (2005). Etkin öğrenmede yeni arayışlar: İşbirliğine dayalı öğrenme ve buluş yoluyla öğrenme [New pursuits on efficient learning: Cooperative learning and innovative learning]. Bilig, Türk Dünyası Sosyal Bilimler Dergisi [Journal of Social Sciences of the Turkic World], 35, 105-131.
  • Panitz, T. (1999a). Collaborative versus cooperative learning: A comparison of the two concepts which will help us understand the underlying nature of interactive learning. ERIC Document Reproduction Service No: ED448444. http://files.eric.ed.gov/fulltext/ED448443.pdf Accessed 6 November 2014.
  • Panitz, T. (1999b). The case for student centered instruction via collaborative learning paradigms. ERIC Document Reproduction Service No: ED448444. http://files.eric.ed.gov/fulltext/ED448444.pdf. Accessed 21 September 2014.
  • Reeves, T. C., Herrington, J., & Oliver, R. (2004). A development research agenda for online collaborative learning. Educational Technology Research and Development, 52(4), 53-65.
  • Slavin, R. E. (1987). Development and motivational perspectives on cooperative learning: A reconciliation. Child Development, 58(5), 1161-1167.
  • Slavin, R. E. (1988). Cooperative learning and student achievement. Educational Leadership, 46(2), 31-33.
  • Slavin, R. E. (1995). When and why does cooperative learning increase achievement? Theoretical and emprical perspectives. In R. Hertz-Lazarowitz and N. Miller (Eds.), Interaction in cooperative groups the theoretical anatomy of group learning (pp. 145-173). USA: Cambridge University Press.
  • Sorensen, E. K. (2004). Reflection and intellectual amplification in online communities of collaborative learning. In T. S. Roberts (Ed.), Online collaborative learning: Theory and practice (pp. 242-261). USA: Idea Group Publishing.
  • Stacey, E. (1999). Collaborative learning in an online environment. Journal of Distance Education. ISSN: 0830-0445.
  • Tauer, J. M., & Harackiewicz, J. M. (2004). The effects of cooperation and competition on intrinsic motivation and performance. Journal of Personality and Social Psychology, 86(6), 849-861.
  • Treleaven, L. (2004). A new taxonomy for evaluation studies of online collaborative learning. In T. S. Roberts (Ed.), Online collaborative learning: Theory and practice (pp. 160-180). USA: Idea Group Publishing.
  • Türnüklü, A. (2000). Eğitimbilim araştırmalarında etkin olarak kullanılabilecek nitel bir araştırma tekniği: Görüşme [A qualitative research technique that can be used effectively in educational research: Interview]. Kuram ve Uygulamada Eğitim Yönetimi Dergisi [Educational Administration: Theory and Practice], 6(4), 543-559.
  • Uluyol, Ç., & Karadeniz, Ş. (2009). Bir harmanlanmış öğrenme ortamı örneği: öğrenci başarısı ve görüşleri [An example on blended learning enviıronment: Student achievement and perceptions]. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi [Yüzüncü Yıl University Journal of Educational Faculty], 6(1), 60-84.
  • Uzuner, Y. (1999). Niteliksel araştırma yaklaşımı [Qualitative research approach]. Sosyal Bilimlerde Araştırma Yöntemleri [Research Methods in Social Sciences]. Eskişehir: T.C. Anadolu University Publications.
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal Bilimlerde nitel araştırma yöntemleri [Qualitative research methods in The Social Sciences]. (8th ed.). Ankara: Seçkin Publishing.
  • Zumbach, J., Hillers, A., & Reimann, P. (2004). Supporting distributed problem-based learning: The use of feedback mechanisms in online learning. In T. S. Roberts (Ed.), Online collaborative learning: Theory and practice (pp. 86-102). USA: Idea Group Publishing.

Çevrimiçi İşbirlikli Öğrenme Ortamında E-Portfolyo Uygulamasının Motivasyona Etkisi

Yıl 2019, Cilt: 20 Sayı: 3, 963 - 975, 31.12.2019

Pınar Erten Oğuzhan Özdemir İ. Yasar Kazu

https://doi.org/10.17679/inuefd.524591
Cited By: 2

Öz

Bu çalışmanın amacı, çevrimiçi işbirlikli öğrenme
ortamında e-portfolyo uygulamasının işletim sistemleri dersinde öğrencilerin
motivasyonlarına etkisini belirlemektir. Araştırmada,
deney ve kontrol gruplarının motivasyon öntest ve sontest puanları arasında
anlamlı farklılık olup olmadığına bakılmıştır. Ayrıca öğrencilerin bu yöndeki
görüşlerine de yer verilmiştir. Nitel ve nicel veriler birlikte toplanmıştır.
Uygulamanın deney grubu 35 öğrenci, kontrol grubu ise 33 öğrenciden
oluşmaktadır. Uygulamanın nitel basamağı için yalnızca deney grubu
öğrencilerinin görüşlerine başvurulmuştur. Araştırma, uygulama için hazırlanan
web sayfası ve sanal sınıf ortamında yürütülmüştür. Yöntemin uygulamasından
önce motivasyon deney grubunda daha yüksek çıkarken, uygulama sonrası kontrol
grubunda daha yüksek çıktığı saptanmıştır. Ayrıca, deney grubunun uygulama
öncesi ve sonrası motivasyonları arasında bir değişim bulunmazken, kontrol
grubunda uygulama sonrasında motivasyonda uygulama öncesine göre bir düşüş gerçekleştiği
bulunmuştur. Buna ilaveten, araştırmanın nitel boyutunda da motivasyon
düşüklüğü vurgusunun öğrenciler tarafından yapıldığı görülmüştür. Bu iki sonuç
birbirini destekler niteliktedir. Öğrenciler tarafından belirtilen motivasyon
düşüklüğüne yol açan sebeplerin en aza indirgeyecek veya ortadan kaldıracak
ortamların düzenlenmesi ve öğrencilerin bilgilendirilmelerinin yeterli düzeyde yapılması sağlanmalıdır. Sanal ve
çevrimiçi sistemlerde yüz yüze eğitimin de olanakları kullanılarak birbirini
bütünleştiren ortamlar tasarlanmalıdır.

Anahtar Kelimeler

işbirlikli öğrenme e-portfolyo deneysel çalışma motivasyon çevrimiçi işbirlikli öğrenme sanal ortam

Kaynakça

  • Açıkgöz, K. Ü. (1990). İşbirliğine dayalı öğrenme ve geleneksel öğretimin üniversite öğrencilerinin akademik başarısı, hatırda tutma düzeyleri ve duyuşsal özellikleri üzerindeki etkileri [Collaborative learning and the effects of traditional teaching on the academic success, reminiscence and affective characteristics of university students]. I. Ulusal Eğitim Bilimleri Kongresi [National Congress of Educational Sciences], 25-28 September 1990 (pp. 187-201). Ankara Üniversitesi Eğitim Bilimleri Fakültesi [Ankara University Faculty of Educational Sciences], Ankara.
  • An, H., Kim, S., & Kim, B. (2008). Teacher perspectives on online collaborative learning: Factors perceived as facilitating and impeding successful online group work. Contemporary Issues in Technology and Teacher Education, 8(1), 65-83.
  • Bayrakçeken, S., Doymuş, K., & Doğan, A. (2013). İşbirlikli öğrenme modeli ve uygulanması [Cooperative learning model and its implementation]. Ankara: Pegem Akademi Publishing.
  • Bennett, S. (2004). Supporting collaborative project teams using computer-based technologies. In T. S. Roberts (Ed.), Online Collaborative Learning: Theory and Practice (pp. 1-27). USA, Idea Group Publishing.
  • Bonk, C. J., Wisher, R. A., & Lee, J-Y. (2004). Moderating learner-centered e-learning: Problems and solutions, benefits and implications. In T. S. Roberts (Ed.), Online Collaborative Learning: Theory and Practice (pp. 54-85). USA: Idea Group Publishing.
  • Brindley, J. E., Walti, C., & Blaschke, L. M. (2009). Creating effective collaborative learning groups in an online environment. International Review of Research in Open and Distance Learning, 10(3), 1-18.
  • Büyüköztürk, Ş. (2011). Deneysel desenler: Öntest-sontest kontrol grubu desen ve veri analizi [Experimental design: pretest-posttest control group design and data analysis]. (3th ed.). Ankara: Pegem Akademi Publishing.
  • Chang, C. C. (2008). Enhancing self-perceived effects using web-based portfolio assessment. Computers in Human Behavior, 24(4), 1753-1771.
  • CoopLearn.org. (2007). Online cooperative learning. http://www.cooplearn.org/. Accessed 2 December 2014.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal Bilimler İçin Çok Değişkenli İstatistik SPSS ve LISREL Uygulamaları [Multivariate Statistics for Social Sciences SPSS and LISREL Applications]. (2nd ed.). Ankara: Pegem Akademi Publishing.
  • Dağ, E. (2011). Web tabanlı değerlendirme sistemi kullanılarak 5. sınıf öğrencileri için matematik dersi ödev değerlendirmesi ve bu sistemlerin öğrenci üzerindeki etkililiğinin araştırılması [Evaluating the homework of math lesson for fifth class students using web based evaulation system and researching the effectiveness of these systems on students]. 5th International Computer & Instructional Technologies Symposium, 22-24 September 2011, Fırat University, Elazığ.
  • Eogrenme.net. (2012). Çevrimiçi e-öğrenme ortamları [Online e-learning environments]. http://www.eogrenme.net/index.php?id=7&option=com_content&task=view. Accessed 11 March 2012.
  • Graham, C. R., & Misanchuk, M. (2004). Computer-mediated learning groups: Benefits and challenges to using groupwork in online learning environments. In T. S. Roberts (Ed.), Online Collaborative Learning: Theory and Practice. (pp. 181-202). USA: Idea Group Publishing.
  • Gross Davis, B. (1999). Cooperative learning: Students working in small groups. Speaking of Teaching: Standford University Newsletter on Teaching, 10(2), 1-4. http://web.stanford.edu/dept/CTL/Newsletter/cooperative.pdf. Accessed 30 November 2014.
  • Gülbahar, Y., & Köse, F. (2006). Öğretmen adaylarının değerlendirme için elektronik portfolyo kullanımına ilişkin görüşleri [Perceptions of preservice teachers about the use of electronic portfolios for evaluation]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi [Ankara University Journal of Faculty of Educational Sciences], 39(2), 75-93.
  • Gümüş, S. (2007). Çevrimiçi işbirliği ekiplerinde öğrenenlerin sorun çözerek öğrenmeyle ilgili tutum ve görüşleri [Attitudes and views of online cooperative learning teams toward learning by problem solving]. Unpublished master thesis, Anadolu Üniversitesi Sosyal Bilimler Enstitüsü [Anadolu University Institute of Social Sciences], Eskişehir.
  • Gürol, M., & Demirli, C. (2006). E-portfolio sürecinde öğrenci motivasyonu [Students’ motivation in e-portfolio process]. VI. Uluslararası Eğitim Teknolojileri Konferansı [VI. International Educational Technology Symposium], 19-21 April 2006. Doğu Akdeniz University, Gazimağusa, KKTC.
  • Hiltz, R. S. (1998). Collaborative learning in asynchronous learning networks: Building learning communities. http://web.njit.edu/~hiltz/collaborative_learning_in_asynch.htm. Accessed 23 November 2014.
  • Jahng, N. (2012). An investigation of collaboration processes in an online course: How do small groups develop over time? The International Review of Research in Open and Distance Learning, 13(4), 1-18.
  • Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into Practice, 38(2), 67-73.
  • Johnson, D. W., & Johnson, R. T. (2014). Using technology to revolutionize cooperative learning: An opinion. Frontiers in Psychology, 5(1156), 1-3.
  • Johnson, D. W., Johnson, R. T., & Holubec, E. (2010). The cooperative link: Cooperative learning. The Newsletter of The Cooperative Learning Institute, 25(1), 1-4. http://www.co-operation.org/wp-content/uploads/2011/01/Volume-251.pdf. Accessed 25 November 2012.
  • Jung, I. (2000). A keynote address for the sub-theme on “Enhancing teaching and learning through research: Focusing on web-based distance education”. Enhancing Learning and Teaching Through Research. CRIDALA 21-24 June 2000, The Open University of Hong Kong. Hong Kong.
  • Kaur, H. (2005). Learner satisfaction in a collaborative online learning environment. Proceedings of the 4th International Conference on E-learning/4th International Conference on Information, September 2005, Kuala Lumpur, Malaysia. http://asiapacific-odl.oum.edu.my/C33/F239.pdf. Accessed 11 March 2012.
  • Kaur, H., & Kaur, K. (2005). Collaborative online learning: Issues in online facilitation. ICDE International Conference, 19-23 November (pp. 1-13). New Delhi, India. http://eprints.oum.edu.my/52/1/Collaborative_online_learning.pdf. Accessed 11 March 2012.
  • Korkmaz, Ö. (2013). BÖTE öğretmen adaylarının çevrimiçi işbirlikli öğrenmeye dönük tutumları ve görüşleri [CEIT Teacher candidates’ attitude toward online collaborative learning and their opinions]. İlköğretim Online [Elementary Education Online], 12(1), 283-294.
  • Kurtuluş, A., & Kılıç, R. (2009). Webquest destekli işbirlikli öğrenme yönteminin matematik dersindeki erişiye etkisi [The effects of webquest assisted cooperative learning method on the achievement towards mathematics lesson]. e-Journal of New World Sciences Academy Education Sciences, 4(1), 62-70.
  • Lee, K., & Bos, B. (2011, November). Online collaborative learning: Promoting a culture of cooperation. 17th Annual Sloan Consortium International Conference on Online Learning. Lake Buena Vista, Florida. http://olc.onlinelearningconsortium.org/conferences/2011/aln/online-collaborative-learning-promoting-culture-cooperation. Accessed 19 November 2012.
  • Macdonald, J. (2003). Assessing online collaborative learning: Process and product. Computers & Education, 40(4), 377-391.
  • Muukkonen, H., Hakkarainen, K., & Lakkala, M. (2004). Computer-mediated progressive inquiry in higher education. In T. S. Roberts (Ed.), Online Collaborative Learning: Theory and Practice (pp. 28-53). USA: Idea Group Publishing.
  • Nam, C. W., & Zellner, R. D. (2011). The relative effects of positive interdependence and group processing on student achievement and attitude in online cooperative learning. Computers & Education, 56(3), 680-688.
  • Öner, D., & Adadan, E. (2013). Web tabanlı portfolyo oluşturarak öğretmen olmak: Öğretmenlik uygulamaları için pedagojik bir model [Learning to Teach with Web-Based Portfolios: A Pedagogical Model for Preservice Teacher Education]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi-GEFAD [Gazi University Journal of Gazi Educational Faculty], 33(3), 475-493.
  • Özer, M. A. (2005). Etkin öğrenmede yeni arayışlar: İşbirliğine dayalı öğrenme ve buluş yoluyla öğrenme [New pursuits on efficient learning: Cooperative learning and innovative learning]. Bilig, Türk Dünyası Sosyal Bilimler Dergisi [Journal of Social Sciences of the Turkic World], 35, 105-131.
  • Panitz, T. (1999a). Collaborative versus cooperative learning: A comparison of the two concepts which will help us understand the underlying nature of interactive learning. ERIC Document Reproduction Service No: ED448444. http://files.eric.ed.gov/fulltext/ED448443.pdf Accessed 6 November 2014.
  • Panitz, T. (1999b). The case for student centered instruction via collaborative learning paradigms. ERIC Document Reproduction Service No: ED448444. http://files.eric.ed.gov/fulltext/ED448444.pdf. Accessed 21 September 2014.
  • Reeves, T. C., Herrington, J., & Oliver, R. (2004). A development research agenda for online collaborative learning. Educational Technology Research and Development, 52(4), 53-65.
  • Slavin, R. E. (1987). Development and motivational perspectives on cooperative learning: A reconciliation. Child Development, 58(5), 1161-1167.
  • Slavin, R. E. (1988). Cooperative learning and student achievement. Educational Leadership, 46(2), 31-33.
  • Slavin, R. E. (1995). When and why does cooperative learning increase achievement? Theoretical and emprical perspectives. In R. Hertz-Lazarowitz and N. Miller (Eds.), Interaction in cooperative groups the theoretical anatomy of group learning (pp. 145-173). USA: Cambridge University Press.
  • Sorensen, E. K. (2004). Reflection and intellectual amplification in online communities of collaborative learning. In T. S. Roberts (Ed.), Online collaborative learning: Theory and practice (pp. 242-261). USA: Idea Group Publishing.
  • Stacey, E. (1999). Collaborative learning in an online environment. Journal of Distance Education. ISSN: 0830-0445.
  • Tauer, J. M., & Harackiewicz, J. M. (2004). The effects of cooperation and competition on intrinsic motivation and performance. Journal of Personality and Social Psychology, 86(6), 849-861.
  • Treleaven, L. (2004). A new taxonomy for evaluation studies of online collaborative learning. In T. S. Roberts (Ed.), Online collaborative learning: Theory and practice (pp. 160-180). USA: Idea Group Publishing.
  • Türnüklü, A. (2000). Eğitimbilim araştırmalarında etkin olarak kullanılabilecek nitel bir araştırma tekniği: Görüşme [A qualitative research technique that can be used effectively in educational research: Interview]. Kuram ve Uygulamada Eğitim Yönetimi Dergisi [Educational Administration: Theory and Practice], 6(4), 543-559.
  • Uluyol, Ç., & Karadeniz, Ş. (2009). Bir harmanlanmış öğrenme ortamı örneği: öğrenci başarısı ve görüşleri [An example on blended learning enviıronment: Student achievement and perceptions]. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi [Yüzüncü Yıl University Journal of Educational Faculty], 6(1), 60-84.
  • Uzuner, Y. (1999). Niteliksel araştırma yaklaşımı [Qualitative research approach]. Sosyal Bilimlerde Araştırma Yöntemleri [Research Methods in Social Sciences]. Eskişehir: T.C. Anadolu University Publications.
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal Bilimlerde nitel araştırma yöntemleri [Qualitative research methods in The Social Sciences]. (8th ed.). Ankara: Seçkin Publishing.
  • Zumbach, J., Hillers, A., & Reimann, P. (2004). Supporting distributed problem-based learning: The use of feedback mechanisms in online learning. In T. S. Roberts (Ed.), Online collaborative learning: Theory and practice (pp. 86-102). USA: Idea Group Publishing.
Toplam 48 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Pınar Erten 0000-0003-3114-6064

Oğuzhan Özdemir 0000-0002-5310-6605

İ. Yasar Kazu

Yayımlanma Tarihi 31 Aralık 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 20 Sayı: 3

Kaynak Göster

APA Erten, P., Özdemir, O., & Kazu, İ. Y. (2019). The Effects of E-Portfolio Implementation on Motivation in an Online Collaborative Learning Setting. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 20(3), 963-975. https://doi.org/10.17679/inuefd.524591
AMA Erten P, Özdemir O, Kazu İY. The Effects of E-Portfolio Implementation on Motivation in an Online Collaborative Learning Setting. INUEFD. Aralık 2019;20(3):963-975. doi:10.17679/inuefd.524591
Chicago Erten, Pınar, Oğuzhan Özdemir, ve İ. Yasar Kazu. “The Effects of E-Portfolio Implementation on Motivation in an Online Collaborative Learning Setting”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 20, sy. 3 (Aralık 2019): 963-75. https://doi.org/10.17679/inuefd.524591.
EndNote Erten P, Özdemir O, Kazu İY (01 Aralık 2019) The Effects of E-Portfolio Implementation on Motivation in an Online Collaborative Learning Setting. İnönü Üniversitesi Eğitim Fakültesi Dergisi 20 3 963–975.
IEEE P. Erten, O. Özdemir, ve İ. Y. Kazu, “The Effects of E-Portfolio Implementation on Motivation in an Online Collaborative Learning Setting”, INUEFD, c. 20, sy. 3, ss. 963–975, 2019, doi: 10.17679/inuefd.524591.
ISNAD Erten, Pınar vd. “The Effects of E-Portfolio Implementation on Motivation in an Online Collaborative Learning Setting”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 20/3 (Aralık 2019), 963-975. https://doi.org/10.17679/inuefd.524591.
JAMA Erten P, Özdemir O, Kazu İY. The Effects of E-Portfolio Implementation on Motivation in an Online Collaborative Learning Setting. INUEFD. 2019;20:963–975.
MLA Erten, Pınar vd. “The Effects of E-Portfolio Implementation on Motivation in an Online Collaborative Learning Setting”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, c. 20, sy. 3, 2019, ss. 963-75, doi:10.17679/inuefd.524591.
Vancouver Erten P, Özdemir O, Kazu İY. The Effects of E-Portfolio Implementation on Motivation in an Online Collaborative Learning Setting. INUEFD. 2019;20(3):963-75.

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