Interaction and Achievement in Online Synchronous Distance Education: Is More Always Better?

Yıl 2025, Cilt: 27 Sayı: 2, 267 - 277, 30.06.2025

Adem Mehmet Yıldız

https://doi.org/10.17556/erziefd.1641065

Öz

The COVID-19 pandemic accelerated the adoption of distance learning in higher education, making students’ social presence and interaction in online synchronous classes an important research focus. This study analyses learning analytics on participation, camera use, and microphone use during online classes via Microsoft Teams at a public university in the 2020–2021 academic year. Data from 16,304 students in the autumn term and 14,042 in the spring term were examined. Using the K-Means algorithm, students were clustered into high, medium, and low interaction groups. The results show that students in the low interaction group had significantly lower academic performance. In the autumn term, medium interaction students outperformed those with high interaction, while in the spring term, no significant difference emerged between the medium and high groups. Among undergraduates, medium interaction students were more successful, whereas among associate degree students, those in the high interaction group achieved the best results. This may be linked to undergraduates’ stronger independent study habits, while associate degree students tend to rely more on instructor guidance. The findings suggest that high interaction and social presence do not always enhance academic success, and interaction strategies should be tailored to the specific needs of student groups.

Anahtar Kelimeler

Distance Education , Interaction , Learning Analytics , Academic Achievement , Clustering Analysis

Çevrimiçi Senkron Uzaktan Eğitimde Etkileşim ve Başarı: Daha Fazlası Her Zaman Daha İyi Mi?

Öz

COVID-19 pandemisi, yükseköğretimde uzaktan eğitimin yaygınlaşmasına neden olmuş ve çevrimiçi senkron derslerde öğrencilerin sosyal bulunuşluğu ile etkileşim durumları önemli bir araştırma alanı hâline gelmiştir. Bu çalışma, 2020-2021 akademik yılında bir devlet üniversitesinde Microsoft Teams platformunda yürütülen çevrimiçi senkron derslere katılım sayısı, kamera ve mikrofon kullanım sürelerine ait öğrenme analitiklerini incelemektedir. 2020-2021 güz döneminde 16.304, bahar döneminde ise 14.042 öğrencinin verileri analiz edilmiştir. Öğrenciler, K-Ortalamalar algoritması ile yüksek, orta ve düşük etkileşim düzeylerine göre kümelendirilmiştir. Sonuçlar, düşük etkileşim grubundaki öğrencilerin akademik başarılarının anlamlı ölçüde daha düşük olduğunu göstermektedir. Güz döneminde orta düzeyde etkileşim gösteren öğrenciler, yüksek etkileşim grubundakilerden daha başarılı bulunurken, bahar döneminde orta ve yüksek etkileşim grupları arasında anlamlı bir fark görülmemiştir. Lisans öğrencileri arasında orta düzey etkileşim gösterenler daha başarılı olurken, ön lisans öğrencileri arasında en yüksek başarıya sahip grup, yüksek etkileşim gösterenler olmuştur. Bu farklılık, lisans öğrencilerinin bağımsız çalışma alışkanlıklarına, ön lisans öğrencilerinin ise öğretmen yönlendirmesine daha fazla ihtiyaç duymasına bağlanabilir. Sonuçlar, yüksek etkileşim ve sosyal bulunuşluğun her zaman akademik başarıyı artırmadığını, belirli öğrenci gruplarında orta düzey etkileşimin daha verimli öğrenme çıktıları sağlayabileceğini göstermektedir. Bu nedenle, etkileşim stratejilerinin öğrenci gruplarının ihtiyaçlarına göre uyarlanması gerekmektedir.

Anahtar Kelimeler

Uzaktan Eğitim , Etkileşim , Öğrenme Analitikleri , Akademik Başarı , Kümeleme Analizi

Kaynakça

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