Araştırma Makalesi
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The Comparison of Discourse Patterns in Synchronous Online versus F2F Groups in Problem Solving Process

Yıl 2018, Cilt: 13 Sayı: 26, 447 - 476, 31.12.2018

Öz

It was
aimed to compare discourse patterns that revealed in the process of group based
mathematical problem solving process among online and face-to-face discussion
groups. This study involved 27 pre-service teachers enrolled in a Basic
Mathematics-II course and they were divided into two groups: Synchronous Online
(SO, n=12) and Face-to-Face (F2F, n=15). Students in each group were required
to solve four ill-structured problems collaboratively under problem solving
sessions over a six-week period. Data was collected through video recordings of
online and audio recordings of face-to-face discussions. Transcripts from SO
and F2F discussions were analyzed using discourse analysis method via Discourse
Identification Form (DIF) which was developed by researcher. For analyzing
discourses in both groups MAXQDA 10 software was used. Based on both
face-to-face and online discussion transcripts much more discourses were
revealed for F2F groups than SO one. Given the structural phases of discourses
it is possible to say that online groups have more active role to contributing
the group and they are more task oriented than face-to-face ones.

Kaynakça

  • Açıkgöz, K. Ü. (2009). Aktif öğrenme (11. Baskı). İzmir: Kanyılmaz Matbaası.
  • Adeyemi, B. A. (2008). Effects of cooperative learning and problem-solving strategies on junior secondary school students’ achievement in social studies. Electronic Journal of Research in Educational Physchology, 6(3), 691-708.
  • Ally, M. (2004). Foundations of educational theory for online learning. In T. Anderson and F. Elloumi (Eds.). Theory and practice of online learning. Athabasca: Creative Commons.
  • Arnseth, H.C., & Hatlevik, O.E. (2010). Challenges in aligning pedagogical practices and pupils’ competencies with the Information Society’s demands: The case of Norway. In S. Mukerji & P. Triphati (Eds.), Cases on technological adaptability and transnational learning: Issues and challenges. Hershey: IGI global.
  • Aydede, M. N. & Kesercioğlu, T. (2012). Aktif öğrenme uygulamalarının öğrencilerin kendi kendine öğrenme becerilerine etkisi. Hacettepe Eğitim Fakültesi Dergisi, 43, 37-49.
  • Aydın, S., & Atalay, T. D. (2014). Öz-düzenlemeli öğrenme (2. Baskı). Pegem Akademi, Ankara.
  • Baepler, P., & Walker, J.D. (2014). Active learning classrooms and educational alliances: Changing relationships to improve learning. New Directions for Teaching and Learning, 2014(137), 27–40.
  • Balaji, M.S. & Chakrabarti, D. (2010). Student interactions in online discussion forum: Empirical research from ‘Media Richness Theory’ perspective. Journal of Interactive Online Learning, 9(1).
  • Blanco, L.J., Guerrero, B.E., & Caballero, C.A. (2013). Cognition and affect in mathematics problem solving with prospective teachers. The Mathematics Enthusiast, 10(1), 15.
  • 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).
  • Cáceres, M., Nussbaum, M., Marroquín, M., Gleisner, S. & Marquínez, J. T. (2018) Building arguments: key to collaborative scaffolding. Interactive Learning Environments, 26(3), 355-371.
  • Cho K.L. & Jonassen D.H. (2002). The effects of argumentation scaffolds on argumentation and problem solving. Educational Technology Research and Development, 50, 5–22.
  • Çepni, S. (2005). Araştırma ve proje çalışmalarına giriş (2.Baskı). Trabzon: Derya Kitapevi.
  • Deiglmayr, A., & Spada, H. (2010b). Developing adaptive collaboration support: The example of an effective training for collaborative inferences. Educational Psychology Review, 22(1), 103–113.
  • Delice, A., & Taşova, H. İ. (2011). Bireysel ve grup çalışmasının modelleme etkinliklerindeki sürece ve performansa etkisi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Dergisi, 34, 71-97.
  • Demirel, R. (2015). Kuvvet ve hareket konularında bireysel ve grupla argümantasyonun öğrencilerin akademik başarılarına etkisi. Eğitimde Kuram ve Uygulama, 11(3), 916-948.
  • Dennen, V. P. (2005). From message posting to learning dialogues: Factors affecting learner participation in asynchronous discussion. Distance Education, 26(1), 127–148.
  • Dillenbourg, P., & Traum, D. (2006). Sharing solutions: Persistence and grounding in multimodal collaborative problem solving. The Journal of the Learning Sciences, 15(1), 121–151.
  • Dillenbourg, P., & Fischer, F. (2007). Computer-supported collaborative learning: The basics. Zeitschrift für Berufs- und Wirtschaftspädagogik, 21, 111–130.
  • D’Souza, Q. (2006). Web 2.0 ideas for educators. http://www.teachinghacks.com/audio/100ideasWeb2educators.pdf adresinden erişilmiştir.
  • Dwyer, C. P., Hogan, M. J., & Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity, 12, 43–52.
  • Evans, S., & Swan, M. (2014) Developing students’ strategies for problem solving. Educational Designer, 2(7). http://www.educationaldesigner.org/ed/volume2/issue7/article25/pdf/ed_2_7_evans_swan_14.pdf adresinden erişilmiştir.
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  • Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23.
  • Ge, X. & Land, S.M. (2003). Scaffolding students' problem-solving processes in an illstructured task using question prompts and peer interactions. Educational Technology Research and Development, 51(1), 21-38.
  • Gillies, R. M. (2004). The effects of communication training on teachers’ and students’ verbal behaviours during cooperative learning. International Journal of Educational Research, 41(3), 257–279.
  • Golanics, J. D. & Nussbaum, E. M. (2008). Enhancing online collaborative argumentation through question elaboration and goal instructions. Journal of Computer Assisted Learning, 24, 167–180.
  • Gömleksiz, M.N., & Kan, A.Ü. (2012). Eğitimde duyuşsal boyut ve duyuşsal öğrenme. Turkish Sturdies, 7(1), 1159-1177.
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Çevrimiçi Eşzamanlı ve Yüz-yüze Grupla Problem Çözme Süreçlerindeki Söylem Örüntülerinin Karşılaştırılması

Yıl 2018, Cilt: 13 Sayı: 26, 447 - 476, 31.12.2018

Öz

Bu çalışmada, çevrimiçi ve yüz-yüze ortamlarda gerçekleştirilen grupla matematik problemleri çözme sürecinde ortaya çıkan söylem örüntülerinin karşılaştırılması amaçlanmıştır. Çalışmanın örneklemini sınıf öğretmenliği bölümü Temel Matematik-II dersi kapsamında öğrenim gören 27 öğretmen adayı oluşturmaktadır. Araştırmanın genelinde grupla çalışma süreci yürütülmüş olup, örneklem kapsamında yer alan öğretmen adayları çevrimiçi (n=12) ve yüz-yüze (n=15) ortamlarında grupla problem çözme etkinlikleri gerçekleştirmiştir. Dört öğrenme alanına ait ayrı problem çözme oturumlarının ele alındığı bu çalışma altı haftalık süreçte yürütülmüş ve her iki ortamdaki grup çalışmalarında gerçekleşen etkinlikler dijital ortamda kayıt altına alınarak veriler toplanmıştır. Kayıtların incelenmesiyle oluşturulan yazılı transkriptler, nitel araştırma yöntemi kapsamında söylem analizinden faydalanılarak niceliksel ve niteliksel açıdan çözümlenmiştir. Elde edilen bulgular neticesinde, çevrimiçi ortamdakilere oranla yüz-yüze grup çalışmalarında daha fazla söylem belirlenirken, grup çalışmalarına katkı sağlama noktasında çevrimiçi gruplardaki öğrencilerin daha görev odaklı söylem ortaya koymaya çalıştıkları belirlenmiştir.  

Kaynakça

  • Açıkgöz, K. Ü. (2009). Aktif öğrenme (11. Baskı). İzmir: Kanyılmaz Matbaası.
  • Adeyemi, B. A. (2008). Effects of cooperative learning and problem-solving strategies on junior secondary school students’ achievement in social studies. Electronic Journal of Research in Educational Physchology, 6(3), 691-708.
  • Ally, M. (2004). Foundations of educational theory for online learning. In T. Anderson and F. Elloumi (Eds.). Theory and practice of online learning. Athabasca: Creative Commons.
  • Arnseth, H.C., & Hatlevik, O.E. (2010). Challenges in aligning pedagogical practices and pupils’ competencies with the Information Society’s demands: The case of Norway. In S. Mukerji & P. Triphati (Eds.), Cases on technological adaptability and transnational learning: Issues and challenges. Hershey: IGI global.
  • Aydede, M. N. & Kesercioğlu, T. (2012). Aktif öğrenme uygulamalarının öğrencilerin kendi kendine öğrenme becerilerine etkisi. Hacettepe Eğitim Fakültesi Dergisi, 43, 37-49.
  • Aydın, S., & Atalay, T. D. (2014). Öz-düzenlemeli öğrenme (2. Baskı). Pegem Akademi, Ankara.
  • Baepler, P., & Walker, J.D. (2014). Active learning classrooms and educational alliances: Changing relationships to improve learning. New Directions for Teaching and Learning, 2014(137), 27–40.
  • Balaji, M.S. & Chakrabarti, D. (2010). Student interactions in online discussion forum: Empirical research from ‘Media Richness Theory’ perspective. Journal of Interactive Online Learning, 9(1).
  • Blanco, L.J., Guerrero, B.E., & Caballero, C.A. (2013). Cognition and affect in mathematics problem solving with prospective teachers. The Mathematics Enthusiast, 10(1), 15.
  • 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).
  • Cáceres, M., Nussbaum, M., Marroquín, M., Gleisner, S. & Marquínez, J. T. (2018) Building arguments: key to collaborative scaffolding. Interactive Learning Environments, 26(3), 355-371.
  • Cho K.L. & Jonassen D.H. (2002). The effects of argumentation scaffolds on argumentation and problem solving. Educational Technology Research and Development, 50, 5–22.
  • Çepni, S. (2005). Araştırma ve proje çalışmalarına giriş (2.Baskı). Trabzon: Derya Kitapevi.
  • Deiglmayr, A., & Spada, H. (2010b). Developing adaptive collaboration support: The example of an effective training for collaborative inferences. Educational Psychology Review, 22(1), 103–113.
  • Delice, A., & Taşova, H. İ. (2011). Bireysel ve grup çalışmasının modelleme etkinliklerindeki sürece ve performansa etkisi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Dergisi, 34, 71-97.
  • Demirel, R. (2015). Kuvvet ve hareket konularında bireysel ve grupla argümantasyonun öğrencilerin akademik başarılarına etkisi. Eğitimde Kuram ve Uygulama, 11(3), 916-948.
  • Dennen, V. P. (2005). From message posting to learning dialogues: Factors affecting learner participation in asynchronous discussion. Distance Education, 26(1), 127–148.
  • Dillenbourg, P., & Traum, D. (2006). Sharing solutions: Persistence and grounding in multimodal collaborative problem solving. The Journal of the Learning Sciences, 15(1), 121–151.
  • Dillenbourg, P., & Fischer, F. (2007). Computer-supported collaborative learning: The basics. Zeitschrift für Berufs- und Wirtschaftspädagogik, 21, 111–130.
  • D’Souza, Q. (2006). Web 2.0 ideas for educators. http://www.teachinghacks.com/audio/100ideasWeb2educators.pdf adresinden erişilmiştir.
  • Dwyer, C. P., Hogan, M. J., & Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity, 12, 43–52.
  • Evans, S., & Swan, M. (2014) Developing students’ strategies for problem solving. Educational Designer, 2(7). http://www.educationaldesigner.org/ed/volume2/issue7/article25/pdf/ed_2_7_evans_swan_14.pdf adresinden erişilmiştir.
  • Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment. The Internet and Higher Education, 2(2-3), 87-105.
  • Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23.
  • Ge, X. & Land, S.M. (2003). Scaffolding students' problem-solving processes in an illstructured task using question prompts and peer interactions. Educational Technology Research and Development, 51(1), 21-38.
  • Gillies, R. M. (2004). The effects of communication training on teachers’ and students’ verbal behaviours during cooperative learning. International Journal of Educational Research, 41(3), 257–279.
  • Golanics, J. D. & Nussbaum, E. M. (2008). Enhancing online collaborative argumentation through question elaboration and goal instructions. Journal of Computer Assisted Learning, 24, 167–180.
  • Gömleksiz, M.N., & Kan, A.Ü. (2012). Eğitimde duyuşsal boyut ve duyuşsal öğrenme. Turkish Sturdies, 7(1), 1159-1177.
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  • Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-BassPublishers.
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  • Miles, M.B. & Huberman, A. M. (2005). Qualitative data analysis. Jakarta : UI Press.
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  • Nam, C. W. & Zellner, R. D. (2011). The relative effects of positive interdependence and group processing on student achievement and atttude in online cooperative learning. Computers & Education, 56(3), 680-688.
  • Nebesniak, A. (2007). Using cooperative learning to promote a problem-solving classroom (Yüksek lisans tezi), University of Nebraska, Lincoln.
  • Ng, K.C. (2007). Replacing face-to-face tutorials by synchronous online technologies: Challenges and pedagogical implications. The International Review of Research in Open and Distance Learning, 8(1).
  • Ning, H., & Hornby, G. (2014). The impact of cooperative learning on tertiary EFL learners’ motivation. Educational Review, 66(1), 108-124.
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  • Pamuk, M. (2012). Problem çözme becerisini geliştirmeye yönelik bir grup rehberlik programı. Fırat Üniversitesi Sosyal Bilimler Dergisi, 2(1), 128-136.
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  • Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231.
  • Puntambekar, S. (2006). Analyzing collaborative interactions: Divergence, shared understanding and construction of knowledge. Computers and Education. 47(3), 332-351.
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  • Rovai, A. P., Ponton, M., Wighting, M., & Baker, J. (2007). A comparative analysis of student motivation in traditional classroom and e-learning courses. International Journal on E-Learning, 6(3), 413-432.
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  • Tombak, B. & Altun, S. (2016). The effect of cooperative learning: University example. Eurasian Journal of Educational Research, 64, 173-196.
  • Uribe, D., Klein, J.D. & Sullivan. H. (2003). The effect of computer-mediated collaborative learning on solving ill-defined problems. Educational Technology, Research and Development, 51(1), 5-19.
  • Van Boxtel, C., Van der Linden, J., & Kanselaar, G. (2000). Collaborative learning tasks and the elaboration of conceptual knowledge. Learning and Instruction, 10(4), 311–330.
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  • Wang, H. (2005). A qualitative exploration of the social interaction in an online learning community. International Journal of Technology in Teaching and Learning, 1(2), 79-88.
  • Wang, Q. Y. (2008). Student-facilitators’ roles of moderating online discussions. British Journal of Educational Technology, 39(5), 859-874.
  • Wang, Q. Y. & Woo, H. L. (2007). Comparing asynchronous online discussions and face-to-face discussions in a classroom setting. British Journal of Educational Technology, 38(2), 272-286.
  • Watson, C. A. (2004). Exploring student collaboration: A comparison of online and face-to-face groups (Doktora tezi), Indiana University, Indiana.
  • Wickersham, L. E., & Dooley, K. E. (2006). A content analysis of critical thinking skills as an indicator of quality of online discussion in virtual learning communities. The Quarterly Review of Distance Education, 7(2), 185-193.
  • Young, S. C. (2003). Integrating ICT into second language education in a vocational high school. Journal of Computers Assisted Learning, 19, 447-461.
Toplam 102 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Salih Birişçi

Hasan Karal

Yayımlanma Tarihi 31 Aralık 2018
Gönderilme Tarihi 11 Haziran 2018
Kabul Tarihi 3 Aralık 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 13 Sayı: 26

Kaynak Göster

APA Birişçi, S., & Karal, H. (2018). Çevrimiçi Eşzamanlı ve Yüz-yüze Grupla Problem Çözme Süreçlerindeki Söylem Örüntülerinin Karşılaştırılması. Bayburt Eğitim Fakültesi Dergisi, 13(26), 447-476.