ÇEVRİMİÇİ ÖĞRENME ORTAMLARINDA ÖĞRENCİLERİN DÜŞÜNME STİLLERİNE GÖRE DÜZENLENMİŞ FARKLI ETKİLEŞİM TASARIMLARININ AKADEMİK BAŞARI VE GÜDÜLENMEYE ETKİSİ

Yıl 2017, Cilt: 14 Sayı: 39, 275 - 299, 23.10.2017

Erhan Güneş Halil İbrahim Yalın

Öz

Bu araştırmanın amacı öğrencilerin farklı düşünme
stillerinin ve bu stillere göre düzenlenen farklı çevrimiçi etkileşim
tasarımlarının akademik başarı ve güdülenme üzerindeki etkilerini ortaya
koymaktır. Araştırmada 2x2 faktöriyel desen kullanılmıştır. Araştırmanın
çalışma grubu Bilgisayar Programcılığı Bölümü’nde okuyan 66 öğrenciden
oluşmuştur.

Sonuç olarak, öğrencilerin düşünme stillerine göre
düzenlenen farklı etkileşim tasarımları öğrencilerin süreçteki akademik
başarılarında anlamlı bir farklılık yaratmıştır. Dışa dönük düşünme stiline
uygun etkileşim tasarımını sağlayan öğrenme ortamında çalışan öğrenciler daha
başarılı olmuşlardır. Öğrencilerin düşünme stillerinin farklı olması veya kendi
özelliklerine uygun etkileşim tasarımını sağlayan ortamda çalışıp çalışmamaları
sonuç değerlendirmedeki akademik başarılarında anlamlı bir farklılık
yaratmamıştır. Öğrencilerin güdülenme düzeyleri, ne farklı etkileşim
tasarımları sunan öğrenme ortamına, ne düşünme stillerine ne de düşünme
stilleri açısından kendi özelliklerine uygun etkileşim tasarımını sağlayan
ortamda çalışıp çalışmamalarına göre anlamlı farklılık göstermemiştir. Sonuçlar
göstermektedir ki dışa dönük düşünen öğrencilerin özellikleri göz önünde
bulundurularak hazırlanan çevrimiçi etkileşim tasarımı, süreç değerlendirme
açısından bakıldığında, tüm öğrenciler için daha faydalı olmuştur. Ayrıca
düşünme stilini dikkate alan farklı çevrimiçi etkileşim tasarımları,
öğrencilerin sonuç değerlendirmeden aldıkları akademik başarı puanlarında veya
güdülenme düzeylerinde anlamlı farklılık yaratmamıştır.

Anahtar Kelimeler

çevrimiçi öğrenme, etkileşim, düşünme stili

Kaynakça

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