Çevrimiçi Öğrenme Ortamlarında İçerik Üreten Öğrenenlerin Topluluk Hissi Düzeylerinin Çeşitli Değişkenler Açısından İncelenmesi

Öz

Bu çalışmada çevrimiçi öğrenme ortamlarında içerik üreten öğrenenlerin topluluk hissi düzeylerinin; cinsiyet, yaş, bilişim teknolojilerine erişim ve bilişim teknolojilerini kullanma deneyimi gibi değişkenler açısından incelenmesi amaçlanmıştır. Bu amaç doğrultusunda betimsel araştırma yöntemlerinden tarama modeliyle desenlenen çalışmaya toplam 117 içerik üreten öğrenen katılmıştır. Çalışma kapsamında elde edilen sonuçlar, içerik üreten öğrenenlerin topluluk hissi düzeylerinin cinsiyetlerine, teknoloji erişimine ve teknoloji kullanma deneyimlerine göre anlamlı bir şekilde farklılaşmadığını göstermektedir. Bunun yanı sıra, içerik üreten öğrenenlerin topluluk hissi ölçeğinin bir alt boyutu olan eylemsel boyut bağlamında yaş ile ters orantılı bir şekilde anlamlı farklılık gösterdiği sonucuna ulaşılmıştır. 

Anahtar Kelimeler

• Içerik Üreten Öğrenenler
• Topluluk Hissi
• Çevrimiçi Öğrenme Ortamları
• Betimsel Araştırma

Investigation of the Sense of Community Levels of Content Generating Learners’ in Online Learning Environments in terms of Various Variables*

Öz

In this study, it is aimed to investigate the sense of community levels of learners who generate content in online learning environments in terms of variables such as gender, age, access to information technologies and experience of using information technologies. This study, carried out for this purpose, was designed with a survey model, which is one of the descriptive research methods. The results obtained within the scope of the study, in which 117 content-generating learners participated, show that the sense of community of content-producing learners does not differ significantly based on their gender, technology access and technology use experiences. In addition, it was concluded that content-generating learners differ significantly in relation to age in the context of the operational dimension, which is a sub-dimension of the sense of community scale.

Anahtar Kelimeler

• Content-Generating Learner
• Sense of Community
• Online Learning Environments
• Descriptive Study

Kaynakça

1. Bakla, A. (2018). Learner-generated materials in a flipped pronunciation class: A sequential explanatory mixed-methods study. Computers & Education, 125, 14-38. Doi: 10.1016/j.compedu.2018.05.017
2. Barab, S. (2003). An introduction to the special issue: Designing for virtual communities in the service of learning. The Information Society, 19(3), 197–201. Doi: 10.1080/01972240309467
3. Beeson, E., Aideyan, B., O'Shoney, C., Bowes, D. A., Ansell, K. L., and Peterson, H. M. (2019). Predicting Sense of Community among Graduate Students in a Distance Learning Environment. Universal Journal of Educational Research, 7(3), 746-753.
4. Belanche, D., Casaló, L. V., Orús, C., and Pérez-Rueda, A. (2020). Developing a Learning Network on YouTube: Analysis of Student Satisfaction with a Learner-Generated Content Activity. In A. Pena Ayala (Ed.), Educational Networking (pp. 195-231). Springer, Cham.
5. Berry, S. (2017). Building community in online doctoral classrooms: Instructor practices that support community. Online Learning, 21(2), 1-22. Doi: 10.24059/olj.v21i2.875
6. Bonwell, C. C. and Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. Washington, DC: George Washington Press.
7. Büyüköztürk, Ş., Çakmak, E.K., Akgün, Ö.E., Karadeniz, Ş. ve Demirel, F. (2016). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
8. Cohen, J. (1988). Statistical power analysis for the social sciences. Hillsdale, NJ: Erlbaum.

9. Davis, C., and Davis, J. (2005). Using technology to create a sense of community. English Journal, 94(6), 36-41.
10. Duncan, D. G. and Barczyk, C. C. (2013). Facebook in the university classroom: do students perceive that it enhances community of practice and sense of community?. International Journal of Business and Social Science, 4(3), 1-14.
11. Enfiyeci, T.ve Filiz, S. B. (2019). Uzaktan Eğitim Yüksek Lisans Öğrencilerinin Topluluk Hissinin Çeşitli Değişkenler Açisindan İncelenmesi. TÜBAV Bilim Dergisi, 12(1), 20-32.
12. Erkuş, A. (2005). Bilimsel Araştırma Sarmalı. Ankara: Seçkin Yayınları
13. Farhat, A. and Raven, J. (2013). Students constructing iBooks for students: A student centered materials development project. In S. Dowling, H. Donaghue, C. Gunn, S. Hayhoe, & J. Raven (Eds.), eLearning in Action, “Redefining Learning”, HCT Educational Technology Series, Book 2. Abu Dhabi: HCT Press.
14. Fraenkel, J. and Wallen, N. E. (2009). How to design and evaluate research in education (Seventh ed.). New York: McGraw-Hill.
15. Gökçearslan, Ş. (2013). Çevrimiçi öğrenme topluluğu hissi ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Türk Kütüphaneciliği, 27(1), 154-165.
16. Graff, M. (2003). Individual Differences in Sense of Classroom Community in a Blended Learning Environment. Journal of Educational Media, 28(2), 203-210, Doi: 10.1080/1358165032000165635
17. Haar, M. (2018). Increasing sense of community in higher education nutrition courses using technology. Journal of Nutrition Education and Behavior, 50(1), 96-99.
18. Havice, P. A. and Chang, C. Y. (2002). Fostering community through the use of technology in a distributed learning environment. College Student Affairs Journal, 22(1), 74-82.
19. Henry, S. K. (2010). Extending Our Understanding of Social Belonging: College Students' Use of Technology, Psychosocial Well-Being, and Sense of Community in University Life. ProQuest LLC. 789 East Eisenhower Parkway, PO Box 1346, Ann Arbor, MI 48106.
20. Hooper, D., Coughlan, J. and Mullen, M. R. (2008). Structural equation modelling: Guidelines for determining model fit. The Electronic Journal of Business Research Methods, 6(1), 53-60.
21. Hrastinski, S. (2009). A theory of online learning as online participation. Computers & Education, 52(1), 78-82. Doi: 10.1016/j.compedu.2008.06.009
22. Ilgaz, H. ve Aşkar, P. (2009). Çevrimiçi uzaktan eğitim ortamında topluluk hissi ölçeği geliştirme çalışması. Turkish Journal of Computer and Mathematics Education, 1(1), 27-35.
23. Karasar, N. (2005). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.
24. Kesim, M. and Altınpulluk, H. (2013). The future of LMS and personal learning environments. Journal of Procedia–Social and Behavioral Sciences. CY-ICER.
25. Kılınç, H. (2016). İçerik üreten öğrenenlerin özelliklerinin değerlendirilmesi. Yayınlanmamış Yüksek Lisans Tezi. Anadolu Üniversitesi, Sosyal Bilimler Enstitüsü, Eskişehir.
26. Kılınç, H. (2020). Çevrimiçi grup tartışmalarının öğrenenler üzerindeki etkisinin çeşitli değişkenler açısından incelenmesi: Anadolu Üniversitesi Açıköğretim Fakültesi örneği. Yayınlanmamış Doktora Tezi. Anadolu Üniversitesi, Sosyal Bilimler Enstitüsü, Eskişehir.
27. Kissinger, J., Campbell, R. C., Lombrozo, A. and Wilson, D. (2009). The role of gender in belonging and sense of community. In 2009 39th IEEE Frontiers in Education Conference (pp. 1-6). IEEE.
28. Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York: The Guilford Press.
29. Krejcie, R.V. and Morgan, D.W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607-610.
30. Lambert, C. and Zhang, G. (2019). Engagement in the Use of English and Chinese as Foreign Languages: The Role of Learner‐Generated Content in Instructional Task Design. The Modern Language Journal, 103(2), 391-411.
31. Lambert, C., Philp, J. and Nakamura, S. (2017). Learner-generated content and engagement in second language task performance. Language Teaching Research, 21(6), 665-680.
32. Lazda-Cazers, R. (2010). A Course Wiki: Challenges in Facilitating and Assesing Student-Generated Learning Content for the Humanities Classroom. The Journal of General Education, 59(4), 193-222. Doi: 10.1353/jge.2010.0023
33. Magnifico, A.M. (2010). Writing for whom? Cognition, motivation, and a writer’s audience. Educational Psychologist, 45(3), 167-184.
34. McMillan, D. W. and Chavis, D. M. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14(1), 6-23.
35. Morgan, C. K. and Tam, M. (1999). Unravelling the complexities of distance education student attrition. Distance education, 20(1), 96-108.
36. Narayan, V. (2011). Learner-generated content as a pedagogical change agent. Ascilite: Hobart Tasmania, Australia
37. Pérez-Mateo, M., Maina, M. F., Guitert, M. and Romero, M. (2011). Learner Generated Content: Quality Criteria in online Collaborative Learning. European Journal of Open, Distance and E-Learning(EURODL), 14(2).
38. Phirangee, K. (2016). Exploring the role of community in online learning. Unpublished Doctoral Dissertation, University of Toronto, Canada.
39. Prati, G., Cicognani, E. and Albanesi, C. (2018). The influence of school sense of community on students’ well‐being: A multilevel analysis. Journal of community psychology, 46(7), 917-924.
40. Rovai, A. P. (2001). Classroom community at a distance: A comparative analysis of two ALN-based university programs. The Internet and Higher Education, 4(2), 105-118.
41. Rovai, A. P. (2002). Development of an instrument to measure classroom community. The Internet and Higher Education, 5(3), 197-211.
42. Rovai, A. P., Wighting, M. J. and Lucking, R. (2004). The Classroom and school community inventory: Development, refinement, and validation of a self-report measure for educational research. The Internet and Higher Education, 7(4), 263-280.
43. Shea, P. (2006). A study of students’ sense of learning community in online environments. Journal of Asynchronous Learning Networks, 10(1), 35-44.
44. Song, Y., Lung, K. M., Ogata, H., Yang, Y., Hasnine, N. and Mouri, K. (2019). Bridging in-class and real life vocabulary learning using a mobile learner-generated content tool: A case study. In Teacher forum proceedings of the 23rd Global Chinese Conference on Computers in Education (GCCCE2019) (pp. 176-186). Central China Normal University.
45. Speer, P. W., Peterson, N. A., Armstead, T. L. and Allen, C. T. (2013). The influence of participation, gender and organizational sense of community on psychological empowerment: The moderating effects of income. American journal of community psychology, 51(1-2), 103-113.
46. Stephenson, S. (2019). Creating a sense of community in distance education. International Journal of Academic Research in Education, 5(1), 1-8.
47. Sum, S., Mathews, R. M., Pourghasem, M. and Hughes, I. (2009). Internet use as a predictor of sense of community in older people. CyberPsychology & Behavior, 12(2), 235-239.
48. Tabachnick, B. G., and Fidell, L. S. (2013). Using Multivariate Statistics (6th Ed.). Boston: Ma: Pearson
49. Üngören, Y., Horzum, M. B. ve Aydın, F. (2018). Lisansüstü Öğrencilerin Çevrimiçi Ortamlarda Topluluk Hissi Düzeylerinin Çeşitli Değişkenler Açısından İncelenmesi. ERPA 2018, 217.
50. Yang, H. H. and Liu, Y. (2008). Building a sense of community for text-based computer-mediated communication courses. Journal of Educational Technology Systems, 36(4), 393-413.
51. Yıldız, E. (2020). Çevrimiçi öğrenme ortamlarında uzaktan eğitim öğrencilerinin topluluk hissine etki eden faktörlerin incelenmesi. Eğitimde Nitel Araştırmalar Dergisi, 8(1), 180-205.
52. Yılmaz, R. (2016). Knowledge sharing behaviors in e-learning community: Exploring the role of academic selfefficacy and sense of community. Computers in Human Behavior, 63(2016), 373-382. Doi: 10.1016/j.chb.2016.05.055
53. Yuan, J. and Kim, C. (2014). Guidelines for facilitating the development of learning communities in online courses. Journal of Computer Assisted Learning, 30(3), 220-232. Doi: 10.1111/jcal.12042
54. Wegerif, R. (1998). The social dimension of asynchronous learning networks. Journal of Asynchronous Learning Networks, 2(1), 34-49.
55. Wighting, M. J. (2006). Effects of computer use on high school students' sense of community. The Journal of Educational Research, 99(6), 371-380. Doi: 10.3200/JOER.99.6.371-380
56. Williams, J. and Chann, S. (2009). Using Web 2.0 to Support the Active Learning Experience. Journal of Information Systems Education, 20(2), 165-174.