Asynchronous Online Learning Experiences of Students in Pandemic Process: Facilities, Challenges, Suggestions

Abstract

This study examined students' experiences in an asynchronous online learning environment. Students evaluated the asynchronous online learning environment in terms of interaction, feedback, academic and technical support, active learning and assessment. The study, which was carried out with a qualitative research approach, was conducted with 28 students studying in faculty of education. During the pandemic, students continued all their courses for 9 weeks with asynchronous distance education. At the end of the semester, the interview form was sent to the students via e-mail. At the end of the study, it can be said that in the process of asynchronous online learning, students experience a lack of face-to-face interaction even if they do not have communication problems with the instructor. Students were able to get support when they needed it. However, they had problems getting instant feedback. It was seen that students had the opportunity to learn flexibly without time and space, to learn independently by doing unlimited repetitions at their own pace and to plan their own learning process. However, it was revealed that they could not do group work with their friends and felt socially isolated. Students objected to the evaluation of their class performances with assignment. Students suggested that live broadcasting activities take place at regular intervals, opening the comments section under the videos, conducting discussion board activities, establishing fast support systems, using alternative evaluation methods such as online testing and online presentations during the asynchronous online learning process.

Keywords

• Distance education
• asynchronous online learning
• student experiences

Öğrencilerin Pandemi Sürecinde Asenkron Çevrimiçi Öğrenme Deneyimleri: Kolaylıklar, Güçlükler, Öneriler

Öz

Bu çalışma asenkron çevrimiçi öğrenme ortamında öğrencilerin deneyimlerini incelemiştir. Öğrenciler asenkron çevrimiçi öğrenme ortamını etkileşim, geribildirim, akademik ve teknik destek, aktif öğrenme ve değerlendirme açısından değerlendirmiştir. Çalışma eğitim fakültesinde öğrenim gören 28 öğrenci ile yürütülmüştür. Öğrenciler pandemi döneminde tüm derslere 9 hafta boyunca asenkron uzaktan eğitim ile devam etmiştir. Dönem sonunda öğrencilere görüşme formu e-posta ile gönderilmiştir. Çalışmanın sonunda asenkron çevrimiçi öğrenme sürecinde öğrencilerin öğretim üyesiyle iletişim problemi yaşamasalar da yüz yüze etkileşim eksikliği hissettikleri söylenebilir. Öğrenciler ihtiyaç duyduklarında destek alabilmişlerdir. Ancak anında geribildirim almakta sorun yaşamışlardır. Öğrencileri zaman ve mekan sınırı olmadan esnek öğrenme, kendi hızında sınırsız tekrar yaparak bağımsız öğrenme ve kendi öğrenme sürecini planlama fırsatı buldukları görülmüştür. Ancak arkadaşlarıyla birlikte grup çalışması yapamadıkları ve kendilerini sosyal olarak izole hissettikleri ortaya çıkmıştır. Öğrenciler ders içi performanslarının ödevlerle değerlendirilmesine karşı çıkmıştır. Öğrenciler asenkron çevrimiçi öğrenme sürecinde belirli aralıklarla canlı yayın etkinlikleri yapılmasını, videoların altına yorum bölümünün açılmasını, tartışma board etkinliklerinin yapılmasını, hızlı destek sistemlerinin kurulmasını, çevrimiçi test ve çevrimiçi sunum yapma gibi alternatif değerlendirme yollarının kullanılmasını önermiştir.

Anahtar Kelimeler

• Uzaktan eğitim
• asenkron çevrimiçi öğrenme
• öğrenci deneyimleri

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