Öğretmen Adaylarının Çevrimiçi Tartışma Ortamlarına Yönelik Görüşleri

Öz

Öz

 Çevrimiçi tartışma ortamları öğretmen adaylarına verimli çalışma olanakları sağlayabilmekte midir? Daha verimli ve katılımı motive eden çevrimiçi tartışma ortamları oluşturma konusunda öğretmen adaylarının görüşleri ve beklentileri nelerdir? Bu sorulardan hareketle gerçekleştirilen bu araştırma, daha verimli ve katılımı motive eden çevrimiçi tartışma ortamları oluşturmaya rehberlik edebilecek öneriler geliştirmeyi amaçlamıştır. Çalışmada veriler, çevrimiçi öğrenme ve tartışma ortamlarında yaşantı geçirmiş öğretmen adaylarıyla yürütülen odak grup görüşmeleri yoluyla toplanmıştır. Çalışma grubunu 2007-2008 öğretim yılı güz döneminden 2010-2011 öğretim yılı güz dönemine kadar üçüncü ve dördüncü sınıfta öğrenim gören öğretmen adayları (84 katılımcı) oluşturmaktadır. Odak grup görüşmelerinde katılımcılara; “çevrimiçi tartışma ortamlarına katılma ya da katılmama nedenleri”, “bu ortamlardan beklentileri”, “hangi özelliklere sahip ortamlarda daha iyi öğrenecekleri” gibi açık uçlu sorular yöneltilmiştir. Elde edilen veriler içerik analizi ile temalara ayrılmıştır. Analiz sonucunda; Katılım Biçimleri, Hiyerarşik Yapı, Dönüt Sistemi, Tartışma Başlıkları, Yorum Takip Etme Şekli, Anlık Tepkilerin İfade Edilmesi ve Görsel Tasarım temaları oluşmuştur. Oluşan bu temalara göre geliştirilen önerilerden bazıları: Çevrimiçi tartışma ortamlarının yorumları yazılı yapabilmenin yanı sıra görsel ve işitsel materyal ekleyerek görüntülü ve sesli yorum yapabilmeye, dolayısıyla okumanın yanında dinleyerek ve izleyerek yorumları takip edebilmeye olanak vermesi, yorumların uygun bir listeleme yöntemiyle verilmesi, katılımcı yorumlarına yapılan yorumların farklı bir renkle ve yorum sayısını gösterir şekilde verilmesidir.

Anahtar Sözcükler: Çevrimiçi öğrenme ortamları, çevrimiçi katılım, öğretmen adayı görüşleri

  

Abstract

 Do online discussion environments provide affective opportunities to the pre-service teachers? What are the opinions and the expectations of the pre-service teachers to create more affective online discussion environments that motived the online participation? Departing from these questions, this research aimed to present some suggestions to create more affective online discussion environments that motived the online participation. The study data were collected from focus group interviews of pre-service teachers who have experience on online learning environments and online discussions. The study group consisted of 84 pre-service teachers whose grade were between 3^rd year and 4^th year. The study had conducted between fall semester of the 2007-2008 academic year and fall semester of the 2010-2011 academic year. Open-ended questions like “what are your reasons to participate or not to online discussion environment”, “what are your expectations from these environments” and “in which environment you would learn better” were asked to participants of focus group interviews. The obtained data were divided to the themes by content analysis. As a result of this study, seven themes were formed. These themes are Participation Forms, Hierarchical Structure, Feedback System, Discussion Topics, Comment Tracking, Expression of Instant Response and Visual Design. Some of the suggestions developed from these themes are online comments would be in visual and audible formats by adding visual and audible materials as well as having done in text format, therefore comment tracing would allow listening and watching, comments would be listed in an appropriate sorting methodology, reply comments would be displayed in different color and with quantity.

 Keywords: Online learning environment, online participation, pre-service teachers’ opinions

Anahtar Kelimeler

• Çevrimiçi öğrenme ortamları, çevrimiçi katılım, öğretmen adayı görüşleri

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Abstract

Do online discussion environments provide affective opportunities to the pre-service teachers? What are the opinions and the expectations of the pre-service teachers to create more affective online discussion environments that motived the online participation? Departing from these questions, this research aimed to present some suggestions to create more affective online discussion environments that motived the online participation. The study data were collected from focus group interviews of pre-service teachers who have experience on online learning environments and online discussions. The study group consisted of 84 pre-service teachers whose grade were between 3rd year and 4th year. The study had conducted between fall semester of the 2007-2008 academic year and fall semester of the 2010-2011 academic year. Open-ended questions like “what are your reasons to participate or not to online discussion environment”, “what are your expectations from these environments” and “in which environment you would learn better” were asked to participants of focus group interviews. The obtained data were divided to the themes by content analysis. As a result of this study, seven themes were formed. These themes are Participation Forms, Hierarchical Structure, Feedback System, Discussion Topics, Comment Tracking, Expression of Instant Response and Visual Design. Some of the suggestions developed from these themes are online comments would be in visual and audible formats by adding visual and audible materials as well as having done in text format, therefore comment tracing would allow listening and watching, comments would be listed in an appropriate sorting methodology, reply comments would be displayed in different color and with quantity

Keywords

• Online learning environment, online participation, pre-service teachers’ opinions

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