Tasarım Eğitiminde Uzaktan Eğitim Sürecinde Gerçekleştirilen Akran Değerlendirmesinin Akademik Başarıya ve Kalıcılığa Etkisi

Öz

2020 yılında Covid-19 salgını nedeniyle Türkiye’de üniversitelerde derslerin uzaktan eğitim yolu ile verilmesi kararlaştırılmış ve bu sürecin olumlu olduğu kadar olumsuz yönleri ile de karşı karşıya kalınmıştır. Uzaktan eğitim süreçlerinde karşılaşılan en büyük sorunlar arasında öğrencilerin pasif durumda olmaları ve bu durumun öğrenmede kalıcılıklarını azaltmasıdır. İlgili alanyazın taramalarından bu bulguyu destekleyen farklı araştırma sonuçları bulunmaktadır. Dolayısıyla uzaktan eğitim süreçlerinde öğrenmeyi kalıcı bir hale getirebilmek ve onları aktif olarak derse katılımlarını sağlayabilmek büyük bir önem taşımaktadır. Uzaktan eğitim süreçlerinin salgın sonrasında da devam edeceği ön görülmekte bunun sonucu olarak da derslerin bir kısmının uzaktan bir kısmının ise yüzyüze olduğu ve hibrit eğitim modeli olarak adlandırılan bir eğitim süreci uygulanmasına geçilmesi planlanmaktadır. Dolayısıyla uzaktan eğitim süreçlerinin farklı yönlerini ele alınan çalışmaların sorunlara ilişkin çözüm yolları bulabilmede önemli olduğu ve literatüre katkı sağlayacağı düşünülmektedir. Bu araştırmanın amacı, uzaktan eğitim sürecinde gerçekleştirilen akran değerlendirmenin akademik başarıya ve kalıcılığa etkisini incelemektir. Nicel araştırma yöntemlerinden deneysel yöntemin ön test son test kontrol gruplu yarı deneysel modeli ile gerçekleştirilen araştırmanın çalışma grubunu 2020- 2021 öğretim yılı güz yarıyılında İzmir Katip Çelebi Üniversitesinde seçmeli Temel Tasarım-I ve Çağdaş Sanat Uygulamaları derslerini alan 30 öğrenci oluşturmaktadır. Katılımcılar seçkisiz atama yöntemi ile belirlenmiştir.

Anahtar Kelimeler

• Uzaktan eğitim
• akran değerlendirmesi
• sanat eğitimi
• tasarım eğitimi

The Effect of Peer Assessment Conducted During The Distance Education Process on Academic Success and Permanency in Design Education

Abstract

It was decided to give courses in universities in Turkey via distance education due to the Covid-19 epidemic, and this process was faced with both positive and negative aspects in 2020. There are different research results in the literature regarding the fact that students are passive among the biggest problems encountered in distance education processes and this situation will decrease their permanence in learning. Therefore, it is of great importance to make learning permanent in distance education processes and to enable them to actively participate in the lesson. It is predicted that distance education processes will continue after the epidemic. Therefore, it is thought that studies that deal with different aspects of distance education processes are important in finding solutions to problems and will contribute to the literature. The aim of this study is to examine the effect of peer assessment performed in the distance education process on academic success and permanence. The study group of the research, which was carried out with the quasi-experimental model of the experimental method, which is one of the quantitative research methods, consists of 30 students who took the elective Basic Design-I and Contemporary Art Practices courses at Izmir Katip Çelebi University in the fall semester of the 2020-2021 academic year. Participants were determined by the random assignment method.

Keywords

• Distance education
• peer review
• art education
• design education

Kaynakça

1. Allen, J., Rowan, L., & Singh, P. (2020). Teaching and teacher education in the time of COVID-19. Asia-Pacific Journal of Teacher Education, 48(3), 233-236.
2. Askew, S. (2004). Feedback for learning. New York: Routledge/Falmer
3. Bağrıaçık, A. Y. (2019). Distance and face-to-face students’ perceptions towards distance education: a comparative metaphorical study. Turkish Online Journal of Distance Education, 20(1), 191-207.
4. Bağrıaçık, A. Y., & Banyard, P. (2020). Engagement in distance education settings: A trend analysis. Turkish Online Journal of Distance Education, 20(1), 101-12.
5. Ballantyne, R., Hughes K., & Mylonas, A. (2002). Developing procedures for ımplementing peer assessment in large classes using an action research process. Assessment ve Evaluation in Higher Education, 27(5), 427-441.
6. Barak, M., & Dori, Y. J. (2009). Enhancing higher order thinking skills among ınservice science teachers via embedded assessment. Journal of Science Teacher Education, 20(5), 459-474.
7. Bernat, F., & Frailing, K. (2015). Perfecting lessons learned for criminal justice online graduate education: Reflection, integration, and application. Journal of Criminal Justice Education, 26(3), 330-353.
8. Bhagati, K. K., Wu, L. Y., & Chang, C. Y. (2016). Development and validation of the perception of students towards online learning (POSTOL). Journal of Education Technology & Society, 19(1), 350-359.

9. Bloxham, S., & West, A. (2004). Understanding the Rules of the Game: Making Peer Assessment as a Medium for Developing Students’ Conceptions of Assessment. Assessment & Evaluation in Higher Education, 29(6), 721-733.
10. Büyüköztürk, Ş. (2016). Sosyal bilimler için veri analizi el kitabı. (22. Basım). Pegem Akademi Yayıncılık.
11. Carpenter, S., Reddix, R., & Martin, D. (2016). Pills, thrills, and pharmacology drills! Strategies to increase student retention in an entry-level nursing pharmacology course. Teaching and Learning in Nursing, 11(4), 179-183.
12. Cheng, K. H., Liang, J. C., & Tsai, C. C. (2015). Examining the role of feedback messages in undergraduate students’ writing performance during an online peer assessment activity. The Internet and Higher Education, 25, 78-84.
13. Ching, Y. H., & Hsu, Y. C. (2016). Learners’ interpersonal beliefs and generated feedback in an online role-playing peer-feedback activity: An exploratory study. International Review of Research in Open & Distance Learning, 17(2), 105-122.
14. Demir, G. (2021). Öz-düzenlemeli öğrenmenin görsel sanatlar öğretmeni adaylarının sanat eleştirisi dersine yönelik akademik başarılarına ve kalıcılığa etkisi. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 5(2), 202-222.
15. Dilmaç, S. (2020). Students’ opinions about the distance education to art and design courses in the pandemic process. World Journal of Education, 10(3), 113-126.
16. Ekmekçi, E. (2015). Distance-Education in Foreign Language Teaching: Evaluations from the Perspectives of Freshman Students. Procedia - Social and Behavioral Science, 176, 390-397.
17. Elitaş, T. (2017). New communication technologies in distance education license period: Atatürk University distance education center. Phd Thesis, Marmara University.
18. Fedyinch, L., Bradley, K. S., & Bradley, J. (2015). Graduate students’s perception of line learning. Research in Higher Education Journal, 27(2), 1-13.
19. Flores, M. A., & Gago, M. (2020). Teacher education in times of COVID-19 pandemic in Portugal: national, institutional and pedagogical responses. Journal of Education for Teaching,
20. Hayward, J. M. (2010). The effects of homework on student achievement. [Master ‘s thesis, Brockport State University of New York]. https://digitalcommons.brockport.edu/ehd_theses/120/
21. Hsia, L. H., Huang, I., & Hwang, G. J. (2016). Effects of different online peer-feedback approaches on students’ performance skills, motivation, and self-efficacy in a dance course. Computers & Education, 96, 55-71.
22. Hsu, T. C. (2016). Effects of a peer assessment system based on a grid-based knowledge classification approach on computer skills training. Educational Technology & Society, 19(4), 100-111.
23. Kaya, Z. (2002). Uzaktan Eğitim. Pegem A. Yayıncılık.
24. Kim, M. (2009). The Impact of an Elaborated Assessee’s Role in Peer Assessment. Assessment and Evaluation in Higher Education 34(1): 105-114.
25. Lai, C. L., & Hwang, G. J. (2015). An interactive peer-assessment criteria development approach to improving students’ art design performance using handheld devices. Computers & Education, 85, 149-159.
26. Li, H., Xiong, Y., Hunter, C. V., Guo, X., & Tywoniw, R. (2019). Does peer assessment promote student learning? a meta-analysis. Assessment & Evaluation in Higher Education, 1-19.
27. Liu, X., & Li, L. (2014). Assessment training effects on student assessment skills and task performance in a technology-facilitated peer assessment. Assessment & Evaluation in Higher Education, 39(3), 275-292.
28. Ma, J., Han, X., Yang, J., & Cheng, J. (2015). Examining the necessary condition for engagement in an online learning environment based on learning analytics approach: The role of the instructor. The Internet and Higher Education, 24, 26-34.
29. Maisonneuve, H., Chambe, J., Lorenzo, M., & Pelaccia, T. (2015). How do general practice residents use social networking sites in asynchronous distance learning? BMC Medical Education, 15(1), 154.
30. Martin, F. & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205-222.
31. McMahon, T. (2010). Combining peer-assessment with negotiated learning activities on a day-release undergraduate-level certificate course (ECTS Level 3). Assessment & Evaluation in Higher Education, 35(2), 223-239.
32. Mikušková, E. B., & Verešová, M. (2020). Distance education during covid-19: the perspective of Slovak teachers. Problems of Education In The 21st Century, 78(6), 884-906.
33. Mostert, M., & Snowball, J. D. (2013). Where angels fear to tread: Online peer-assessment in a large first-year class. Assessment & Evaluation in Higher Education, 38(6), 674-686.
34. Muijs, D. (2004). Doing quantitative research in education with SPSS. Londra: Sage Publications.
35. Norcini, J. (2003). Peer assessment of competence. The Metric of Medical Education, 37, 539-543.
36. İşman, A. (2008). Uzaktan Eğitim. Pegem A. Yayıncılık
37. Richardson, J. C., Maeda, Y., Lv, J., & Caskurlu, S. (2017). Social presence in relation to students’ satisfaction and learning in the online environment: A meta-analysis. Computers in Human Behavior, 71, 402-417.
38. Roscoe, R. D., & Chi, M.T. (2008). Tutor Learning: The Role of Explaining and Responding to Questions. Instructional Science, 36(4), 321-350.
39. Sadler, P. M., & Good, E. (2006). The impact of self-and peer-grading on student learning. Educational Assessment, 11(1), 1-31.
40. Sarıtaş, M. (2009). Uzaktan Eğitim. M.Sarıtaş (Ed.). Öğretim Teknolojileri ve Materyal Tasarımı içinde, pp.55-102. Pegem.
41. Shih, R. C. (2011). Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning. Australasian Journal of Educational Technology, 27(5), 829-845.
42. Snodgrass, S. (2011). Wiki activities in blended learning for health professional students: Enhancing critical thinking and clinical reasoning skills. Australasian Journal of Educational Technology, 27(4). doi:10.14742/ajet.938
43. Topping, K. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249-276.
44. Topping, K. (2005). Trends in Peer Learning. Educational Psychology, 25(6), 631-645.
45. Topping, K. (2017). Peer assessment: Learning by judging and discussing the work of other learners. Interdisciplinary Education and Psychology, 1(1), 1-17.
46. Toven-Lindsey, B., Rhoads, R. A., & Lozano, J. B. (2015). Virtually unlimited classrooms: Pedagogical practices in massive open online courses. The Internet and Higher Education, 24, 1-12.
47. Tsai, C. C. (2009). Internet-based peer assessment in high school settings. In L. T. W. Hin & R. Subramaniam (Eds.), Handbook of research on new media literacy at the K-12 level: Issues and challenges (pp. 743-754). Hershey, PA: Information Science Reference (IGI Global).
48. UNESCO. (2020). School closures caused by Coronavirus (Covid-19). Retrieved from, https://en.unesco.org/covid19/educationresponse 11.03.2021
49. UNICEF. (2020). UNICEF and Microsoft launch global learning platform to help address COVID-19 education crisis. UNICEF. Retrieved from, https://www.unicef.org/press-releases/unicefand-microsoft-launch-global-learning-platform-help-address-covid-19-education
50. Ünalan, H. T. (2016). Eğitim fakültesi güzel sanatlar eğitimi bölümlerinde internet destekli öğrenem ortamlarının oluşturulması. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 2(1), 130-147.
51. Yu, F. Y., & Wu, C. P. (2011). Different identity revelation modes in an online peer-assessment learning environment: Effects on perceptions toward assessors, classroom climate, and learning activities. Computers & Education, 57, 2167-2177.
52. Wang, H. C., Hsieh, Y. J., & Chen, W. F. (2016). The Effect of Online Peer Assessment in Engineering Education: A Quasi-Experimental Study. International Journal of Engineering Education, 32(1), 199-208.
53. Ward, M. E., Peters, G., & Shelley, K. (2010). Student and faculty perceptions of the quality of line learning experiences. The International Review of Research in Open and Distributed Learning, 11(3), 57-77.
54. Wilson, M., ve Gochyyev, P. (2013). Measurement Theory T. Teo (Ed.) Handbook of Quantitative Methods For Educational Research. pp. 1-30. Springer.
55. Xiao, Y., & Lucking, R. (2008). The impact of two types of peer assessment on students’ performance and satisfaction within a Wiki environment. The Internet and Higher Education, 11(3-4), 186-193. [Crossref]
56. YÖK, Yükseköğretim Bilgi Yönetimi Sistemi, Birim İstatistikleri, Genel Bilgiler, Üniversiteler. https://istatistik.yok.gov.tr/ (Erişim Tarihi: 22.06.2018).
57. Ziyadah, S. M. (2012). Saudi female attitudes toward distance learning in higher education (Publication No. 3507517) [Doctoral dissertation, Indiana State University]. ProQuest Dissertations & Theses Global.
58. Zheng, L., Chen, N-S., Li, X., & Huang, R. (2016). The impact of a two-round, mobile peer assessment on learning achievements, critical thinking skills, and meta-cognitive awareness. International Journal of Mobile Learning and Organisation, 10(4), 292-306.
59. Zhang, X., & Chui, P. (2019). The role of technology-facilitated peer assessment and supporting strategies: a meta-analysis. Journal Assessment & Evaluation in Higher Education, 45(3), 372-386.