Dijital İş Birliği, Yetkinlik ve Topluluk: Yükseköğretim Öğrencileri ve Öğretim Üyelerinin Bakış Açıları

Öz

Bu çalışma, hem öğrencilerin hem de öğretim elemanlarının deneyimlerine dayanarak, bulut tabanlı üretkenlik ve iş birliği yazılımlarının yükseköğretimde nasıl benimsendiğini ve kullanıldığını ayrıntılı biçimde incelemiştir. Nitel bir durum çalışması çerçevesinde yürütülen araştırmada, veriler 26 katılımcıdan (19 öğretmen adayı, 7 öğretim elemanı) yarı yapılandırılmış görüşmeler, alan notları ve üye-kontrolü geri bildirimleri yoluyla toplanmıştır. Veri analizi, Teknoloji Kabul Modeli ve Uygulama Toplulukları kuramlarıyla uyumlu açık kodlama ve kuramsal bütünleştirme tekniklerini içermiştir. Araştırma, teknoloji kabulü, dijital okuryazarlık, grup dinamikleri, araç-seçim mantığı ve öğrenme stratejileri gibi çok katmanlı süreçlerin birlikte işlediğini göstermiştir. Bulgular, katılımcıların bulut tabanlı araçları başlangıçta zorunluluktan, daha sonra ise algılanan faydalar ve kullanım kolaylığı nedeniyle benimsediğini ortaya koymuştur. Dijital okuryazarlık düzeyleri, kullanım kolaylığı algılarını büyük ölçüde etkilemiş; pandemi hem öğrenciler hem de öğretim elemanları için önemli bir dönüştürücü etken olarak ortaya çıkmıştır. Katılımcılar iş birliğini eşitlik, uyum ve ortak sorumluluğa dayanan ideal bir süreç olarak tanımlamalarına rağmen, uygulamada katkı dengesizliği yaygın bir durum olarak görülmüştür. Grup oluşumuna ilişkin tercihler—öğrencilerin homojen grupları, öğretim elemanlarının ise heterojen grupları tercih etmesi—iş birliğinin sosyal boyutunun teknolojik özelliklerden daha etkili olduğunu göstermektedir. Görev–araç uyumu ve alışkanlık, araç ve platform seçiminde temel belirleyiciler olarak öne çıkmış; katılımcılar üretken görevlerde bilgisayarları, hızlı iletişim ve küçük düzenlemelerde ise telefonları kullanma eğilimindedir. Video kaynakları, deneme-yanılma yaklaşımları ve akran desteği belirgin öğrenme stratejileri olarak görülmüş; pandemi bu öğrenme sürecini hızlandırmıştır. Sonuç olarak, bulut tabanlı iş birliği araçlarının benimsenmesi, bireysel teknoloji kabulü ile topluluk temelli sosyal öğrenme dinamiklerinin etkileşim içinde olduğu karmaşık bir sistemi içermektedir. Dijital dönüşümün sürdürülebilirliği için yalnızca teknik eğitimin değil, aynı zamanda güven inşasının, topluluk etkinliklerinin ve şeffaf iş birliği yapıların desteklenmesi önerilmektedir.

Anahtar Kelimeler

• bulut tabanlı iş birliği
• uygulama toplulukları
• dijital yetkinlik
• yüksek öğrenim
• teknoloji kabulü

Digital Collaboration, Competence, and Community: Perspectives from Higher Education Students and Faculty

Öz

Cloud-based collaboration tools have been quickly adopted in higher education, often out of necessity. However, insights into how students and faculty experience and utilize these technologies remain limited. This study aimed to enhance understanding of their specific needs by highlighting similarities and differences in technology use between both participant groups. Conducted within a qualitative case study framework, data were collected from 26 participants (19 students and 7 faculty members) through semi-structured interviews, field notes, and member-checking feedback. Data analysis involved open coding and theoretical integration techniques aligned with the Technology Acceptance Model and Communities of Practice theories. The research showed that multi-layered processes such as technology acceptance, digital literacy, group dynamics, tool-selection logic, and learning strategies work together. Findings indicated that participants initially adopted cloud-based tools out of necessity, then adopted them for perceived benefits and ease of use. Digital literacy levels greatly influenced perceptions of ease of use; the pandemic emerged as a significant transformative factor for both students and faculty. Although participants described collaboration as an ideal process based on equality, harmony, and shared responsibility, an imbalance in contributions was common in practice. Preferences for group formation highlight that the social aspect of collaboration is more influential than technological features. While students favored homogeneous groups, faculty preferred heterogeneous ones. Task-tool compatibility and habitual use were key factors in choosing tools and platforms; participants tended to use computers for productive tasks and phones for quick communication and minor adjustments. Video resources, trial-and-error approaches, and peer support were prominent learning strategies, and the pandemic has accelerated this learning process. In conclusion, adopting cloud-based collaboration tools involves a complex system in which individual technology acceptance and community-based social learning dynamics interact. To sustain digital transformation, it is recommended to support not only technical training but also trust-building, community activities, and transparent collaboration structures.

Anahtar Kelimeler

• cloud-based collaboration
• communities of practice
• digital competence
• higher education
• technology acceptance

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