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Öz

The main purpose of this study was to examine students’ roles and behaviors that take place under these roles in online learning environments. The research group consisted of 11 graduate students in a blended course (i.e., they received face to face instruction in the classroom and used web-based materials). Three hundred and ninety-one messages posted by students were analyzed. According to results, in an online learning environment, students act out two basic objectives: “developing group process and implementing group works”. Under two objectives, eight roles (supervisor, atmosphere constructor, reminder, information provider, instructor, opinion provider, trouble-maker, problem solver) and fifteen behaviors related to these roles has emerged. Of eight identified roles, the most common were opinion provider and atmosphere constructor. In addition, both in terms of participation status and collaboration behaviors, students were more active in the discussions that started by them.

Anahtar Kelimeler

• Online learning environment, social interaction, students’ online roles and behaviors.

Çevrimiçi Öğrenme Ortamında Öğrenci Rol ve Davranışları

Öz

Araştırmada öğrencilerin çevrimiçi öğrenme ortamında üstlendikleri roller ve bu roller altında ortaya koydukları davranış biçimleri betimlenmeye çalışılmıştır. Bu doğrultuda, eğitim teknolojisi alanında yüksek lisans öğrenimine devam eden 11 öğrenci tarafından, bir harmanlanmış öğrenme uygulaması kapsamında, 12 hafta boyunca gerçekleştirilen çevrimiçi tartışmalara ilişkin 391 kayıt, Yeh (2010) çevrimiçi öğrenme ortamında öğrenci rol ve davranışları modeli çerçevesinde çözümlenmiştir. Araştırma sonucunda öğrencilerin çevrimiçi ortamda üstlendikleri roller ve bu roller altında gösterdikleri davranışların “grup işleyişini sürdürme/geliştirme ve grup çalışmalarını tamamlama ”gibi iki temel amaç altında toplandığı görülmüştür. Bu iki amaç altında; yöneticilik/yönlendiricilik, atmosfer yapılandırıcılık, hatırlatıcılık, bilgi sağlayıcılık, öğreticilik/açıklayıcılık, görüş sağlayıcılık, sorun çıkarıcılık ve sorun çözücülük olarak sekiz farklı rol ve bu rollere ilişkin 15 farklı davranış biçimi ortaya çıkmıştır. Ortamda en yoğun biçimde görüş sağlayıcılık ve atmosfer yapılandırıcılık rolleri gözlemlenmiştir. Yanı sıra, hem katılım durumları hem de ortaklaşa çalışma davranışları açısından öğrencilerin kendi açtıkları tartışmalarda daha etkin oldukları görülmüştür.

Anahtar Kelimeler

• Çevrimiçi öğrenme ortamı, sosyal etkileşim, öğrencilerin çevrimiçi rol ve davranışları.

Kaynakça

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