BÖTE Öğretmen Adaylarının Çevrimiçi İşbirlikli Öğrenmeye Dönük Tutumları ve Görüşleri

Öz

Bu araştırmanın amacı, BÖTE öğretmen adaylarının çevrimiçi işbirlikli öğrenmeye dönük tutumlarını ve görüşlerini belirlemektir. Araştırma, tarama modelinde yürütülen betimsel nitelikli hem nitel hem de nicel bir çalışmadır. Araştırmanın çalışma grubunu nicel veriler için 599, nitel verileri için 16 BÖTE öğretmen adayı oluşturmaktadır. Araştırma verileri “Çevrimiçi İşbirlikli Öğrenme Tutum Ölçeği” (α=0,904) ve üç açık uçlu soru kullanılarak toplanmıştır. Toplanan veriler üzerinde doküman incelemesi, t testi ve tek yönlü varyans analizi ve LSD testleri kullanılmıştır (p < 0,05). Özetle şu sonuçlara ulaşılmıştır: BÖTE öğretmen adaylarının çevrimiçi işbirlikli öğrenmeye dönük tutumları “yüksek” düzeyde ve olumludur. Cinsiyet, öğretmen adaylarının çevrimiçi işbirlikli öğrenmeye dönük tutumları üzerinde etkili değildir; ancak deneyim etkilidir. Öğrencilere göre gruptaki bireylerin sorumluluklarını yerine getirmeleri durumunda yapılan çevrimiçi işbirliği hem akademik başarıya hem de kişisel gelişime katkı sağlamaktadır. Sonuç olarak öğrenme-öğretme ortamlarında çevrimiçi işbirliğine dayalı uygulamalara mümkün olduğunda sık yer verilmesi önerilmektedir

Anahtar Kelimeler

• İşbirlikli öğrenme, çevrimiçi ortamlar, grup çalışması

CEIT Teacher Candidates\' Attitude toward Online Collaborative Learning and Their Opinions

Öz

The purpose of this study is to determine the Computer Education and Instructional Technology (CEIT) teacher candidates’ attitude toward online collaborative learning. This research is conducted both qualitatively and quantitatively. The study sample consists of 599 CEIT teacher candidates for quantitative data and 16 CEIT teacher candidates for qualitative data. The “Online Cooperative Learning Attitude Scale” developed by the researcher and 3 open–ended questions were used for data gathering. The scores were subjected to arithmetic means, standard deviation, t-test, one way analysis of variance (ANOVA) and LSD test (p<0.05). As a result: CEIT Teacher Candidates have high level attitude toward online collaborative learning. Gender does not affect attitude, but experience affects it. According to students; online collaborative learning activates not only improve academic achievement, but also individual development in case each individual fulfills their responsibilities. According to this, it can be recommended that online collaborative learning activities might be used in teaching-learning environments as often as possible.

Anahtar Kelimeler

• Collaborative learning, online environment, group activity

Kaynakça

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