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

Yıl 2021, Cilt 12, Sayı 2, 173 - 200, 17.04.2021
https://doi.org/10.17569/tojqi.767378

Öz

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.

Kaynakça

  • Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance education, 27(2), 139-153.
  • Berry, G. R., & Hughes, H. (2020). Integrating Work–Life Balance with 24/7 Information and Communication Technologies: The Experience of Adult: Students With Online Learning. American Journal of Distance Education, 1-15.
  • Burns, A., Holford, P., & Andronicos, N. (2020). Enhancing understanding of foundation concepts in first year university STEM: evaluation of an asynchronous online interactive lesson. Interactive Learning Environments, 1-13.
  • Chaney, B. H., Eddy, J. M., Dorman, S. M., Glessner, L. L., Green, B. L., & Lara-Alecio, R. (2009). A primer on quality indicators of distance education. Health promotion practice, 10(2), 222-231.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (1993). How to design and evaluate research in education (Vol. 7). New York: McGraw-Hill.
  • Fresen, J. W. (2018). Embracing distance edeucation in a blended learning model: Challenges and prospects. Distance education, 39(2), 224-240.
  • Gibbings, P., Lidstone, J., & Bruce, C. (2015). Students' experience of problem-based learning in virtual space. Higher Education Research & Development, 34(1), 74-88.
  • Gómez-Rey, P., Barbera, E., & Fernández-Navarro, F. (2016). Measuring teachers and learners’ perceptions of the quality of their online learning experience. Distance Education, 37(2), 146-163.
  • Hambacher, E., Ginn, K., & Slater, K. (2018). Letting students lead: Preservice teachers' experiences of learning in online discussions. Journal of Digital Learning in Teacher Education, 34(3), 151-165.
  • Jiang, W. (2017). Interdependence of roles, role rotation, and sense of community in an online course. Distance Education, 38(1), 84-105.
  • Kim, D., Yoon, M., Jo, I. H., & Branch, R. M. (2018). Learning analytics to support self-regulated learning in asynchronous online courses: A case study at a women's university in South Korea. Computers & Education, 127, 233-251.
  • Lyons, T., & Evans, M. M. (2013). Blended learning to increase student satisfaction: an exploratory study. Internet reference services quarterly, 18(1), 43-53.
  • Majeski, R. A., Stover, M., & Ronch, J. (2016). Making asynchronous online learning more learner-oriented: An integrated conceptual model with applications for course design and instruction. Educational Gerontology, 42(2), 109-119.
  • Muir, T., Milthorpe, N., Stone, C., Dyment, J., Freeman, E., & Hopwood, B. (2019). Chronicling engagement: students’ experience of online learning over time. Distance Education, 40(2), 262-277.
  • Nandi, D., Hamilton, M., & Harland, J. (2012). Evaluating the quality of interaction in asynchronous discussion forums in fully online courses. Distance education, 33(1), 5-30.
  • Potts, H. W. (2011). Student experiences of creating and sharing material in online learning. Medical Teacher, 33(11).
  • Rose, E. (2016). Reflection in asynchronous online postsecondary courses: a reflective review of the literature. Reflective Practice, 17(6), 779-791.
  • Sbaffi, L., & Bennett, J. (2019). Postgraduate students’ experience of a jointly-taught, distance learning degree: the example of a Russell Group university. Journal of Higher Education Policy and Management, 41(6), 600-618.
  • Schulte, M. (2011). The foundations of technology distance education: A review of the literature to 2001. The Journal of Continuing Higher Education, 59(1), 34-44.
  • Shearer, R. L., Aldemir, T., Hitchcock, J., Resig, J., Driver, J., & Kohler, M. (2020). What students want: A vision of a future online learning experience grounded in distance education theory. American Journal of Distance Education, 34(1), 36-52.
  • Skelcher, S., Yang, D., Trespalacios, J., & Snelson, C. (2020). Connecting online students to their higher learning institution. Distance Education, 41(1), 128-147.
  • Strang, K. D. (2011). Asynchronous knowledge sharing and conversation interaction impact on grade in an online business course. Journal of Education for Business, 86(4), 223-233.
  • Sullivan, T. M., & Freishtat, R. (2013). Extending learning beyond the classroom: Graduate student experiences of online discussions in a hybrid course. The Journal of Continuing Higher Education, 61(1), 12-22.
  • Trenholm, S., Alcock, L., & Robinson, C. (2015). An investigation of assessment and feedback practices in fully asynchronous online undergraduate mathematics courses. International Journal of Mathematical Education in Science and Technology, 46(8), 1197-1221.
  • Willig C. 2008. Introducing qualitative research in psychology. Maidenhead: Open University Press.

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

Yıl 2021, Cilt 12, Sayı 2, 173 - 200, 17.04.2021
https://doi.org/10.17569/tojqi.767378

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.

Kaynakça

  • Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance education, 27(2), 139-153.
  • Berry, G. R., & Hughes, H. (2020). Integrating Work–Life Balance with 24/7 Information and Communication Technologies: The Experience of Adult: Students With Online Learning. American Journal of Distance Education, 1-15.
  • Burns, A., Holford, P., & Andronicos, N. (2020). Enhancing understanding of foundation concepts in first year university STEM: evaluation of an asynchronous online interactive lesson. Interactive Learning Environments, 1-13.
  • Chaney, B. H., Eddy, J. M., Dorman, S. M., Glessner, L. L., Green, B. L., & Lara-Alecio, R. (2009). A primer on quality indicators of distance education. Health promotion practice, 10(2), 222-231.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (1993). How to design and evaluate research in education (Vol. 7). New York: McGraw-Hill.
  • Fresen, J. W. (2018). Embracing distance edeucation in a blended learning model: Challenges and prospects. Distance education, 39(2), 224-240.
  • Gibbings, P., Lidstone, J., & Bruce, C. (2015). Students' experience of problem-based learning in virtual space. Higher Education Research & Development, 34(1), 74-88.
  • Gómez-Rey, P., Barbera, E., & Fernández-Navarro, F. (2016). Measuring teachers and learners’ perceptions of the quality of their online learning experience. Distance Education, 37(2), 146-163.
  • Hambacher, E., Ginn, K., & Slater, K. (2018). Letting students lead: Preservice teachers' experiences of learning in online discussions. Journal of Digital Learning in Teacher Education, 34(3), 151-165.
  • Jiang, W. (2017). Interdependence of roles, role rotation, and sense of community in an online course. Distance Education, 38(1), 84-105.
  • Kim, D., Yoon, M., Jo, I. H., & Branch, R. M. (2018). Learning analytics to support self-regulated learning in asynchronous online courses: A case study at a women's university in South Korea. Computers & Education, 127, 233-251.
  • Lyons, T., & Evans, M. M. (2013). Blended learning to increase student satisfaction: an exploratory study. Internet reference services quarterly, 18(1), 43-53.
  • Majeski, R. A., Stover, M., & Ronch, J. (2016). Making asynchronous online learning more learner-oriented: An integrated conceptual model with applications for course design and instruction. Educational Gerontology, 42(2), 109-119.
  • Muir, T., Milthorpe, N., Stone, C., Dyment, J., Freeman, E., & Hopwood, B. (2019). Chronicling engagement: students’ experience of online learning over time. Distance Education, 40(2), 262-277.
  • Nandi, D., Hamilton, M., & Harland, J. (2012). Evaluating the quality of interaction in asynchronous discussion forums in fully online courses. Distance education, 33(1), 5-30.
  • Potts, H. W. (2011). Student experiences of creating and sharing material in online learning. Medical Teacher, 33(11).
  • Rose, E. (2016). Reflection in asynchronous online postsecondary courses: a reflective review of the literature. Reflective Practice, 17(6), 779-791.
  • Sbaffi, L., & Bennett, J. (2019). Postgraduate students’ experience of a jointly-taught, distance learning degree: the example of a Russell Group university. Journal of Higher Education Policy and Management, 41(6), 600-618.
  • Schulte, M. (2011). The foundations of technology distance education: A review of the literature to 2001. The Journal of Continuing Higher Education, 59(1), 34-44.
  • Shearer, R. L., Aldemir, T., Hitchcock, J., Resig, J., Driver, J., & Kohler, M. (2020). What students want: A vision of a future online learning experience grounded in distance education theory. American Journal of Distance Education, 34(1), 36-52.
  • Skelcher, S., Yang, D., Trespalacios, J., & Snelson, C. (2020). Connecting online students to their higher learning institution. Distance Education, 41(1), 128-147.
  • Strang, K. D. (2011). Asynchronous knowledge sharing and conversation interaction impact on grade in an online business course. Journal of Education for Business, 86(4), 223-233.
  • Sullivan, T. M., & Freishtat, R. (2013). Extending learning beyond the classroom: Graduate student experiences of online discussions in a hybrid course. The Journal of Continuing Higher Education, 61(1), 12-22.
  • Trenholm, S., Alcock, L., & Robinson, C. (2015). An investigation of assessment and feedback practices in fully asynchronous online undergraduate mathematics courses. International Journal of Mathematical Education in Science and Technology, 46(8), 1197-1221.
  • Willig C. 2008. Introducing qualitative research in psychology. Maidenhead: Open University Press.

Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal
Yayınlanma Tarihi Nisan
Bölüm Makaleler
Yazarlar

Mücahit ÖZTÜRK> (Sorumlu Yazar)
AKSARAY ÜNİVERSİTESİ
0000-0003-4293-9086
Türkiye

Yayımlanma Tarihi 17 Nisan 2021
Başvuru Tarihi 9 Temmuz 2020
Kabul Tarihi 13 Şubat 2021
Yayınlandığı Sayı Yıl 2021, Cilt 12, Sayı 2

Kaynak Göster

Bibtex @araştırma makalesi { tojqi767378, journal = {Turkish Online Journal of Qualitative Inquiry}, eissn = {1309-6591}, address = {}, publisher = {Abdullah KUZU}, year = {2021}, volume = {12}, number = {2}, pages = {173 - 200}, doi = {10.17569/tojqi.767378}, title = {Asynchronous Online Learning Experiences of Students in Pandemic Process: Facilities, Challenges, Suggestions}, key = {cite}, author = {Öztürk, Mücahit} }
APA Öztürk, M. (2021). Asynchronous Online Learning Experiences of Students in Pandemic Process: Facilities, Challenges, Suggestions . Turkish Online Journal of Qualitative Inquiry , 12 (2) , 173-200 . DOI: 10.17569/tojqi.767378
MLA Öztürk, M. "Asynchronous Online Learning Experiences of Students in Pandemic Process: Facilities, Challenges, Suggestions" . Turkish Online Journal of Qualitative Inquiry 12 (2021 ): 173-200 <https://dergipark.org.tr/tr/pub/tojqi/issue/61506/767378>
Chicago Öztürk, M. "Asynchronous Online Learning Experiences of Students in Pandemic Process: Facilities, Challenges, Suggestions". Turkish Online Journal of Qualitative Inquiry 12 (2021 ): 173-200
RIS TY - JOUR T1 - Öğrencilerin Pandemi Sürecinde Asenkron Çevrimiçi Öğrenme Deneyimleri: Kolaylıklar, Güçlükler, Öneriler AU - MücahitÖztürk Y1 - 2021 PY - 2021 N1 - doi: 10.17569/tojqi.767378 DO - 10.17569/tojqi.767378 T2 - Turkish Online Journal of Qualitative Inquiry JF - Journal JO - JOR SP - 173 EP - 200 VL - 12 IS - 2 SN - -1309-6591 M3 - doi: 10.17569/tojqi.767378 UR - https://doi.org/10.17569/tojqi.767378 Y2 - 2021 ER -
EndNote %0 Turkish Online Journal of Qualitative Inquiry Asynchronous Online Learning Experiences of Students in Pandemic Process: Facilities, Challenges, Suggestions %A Mücahit Öztürk %T Asynchronous Online Learning Experiences of Students in Pandemic Process: Facilities, Challenges, Suggestions %D 2021 %J Turkish Online Journal of Qualitative Inquiry %P -1309-6591 %V 12 %N 2 %R doi: 10.17569/tojqi.767378 %U 10.17569/tojqi.767378
ISNAD Öztürk, Mücahit . "Asynchronous Online Learning Experiences of Students in Pandemic Process: Facilities, Challenges, Suggestions". Turkish Online Journal of Qualitative Inquiry 12 / 2 (Nisan 2021): 173-200 . https://doi.org/10.17569/tojqi.767378
AMA Öztürk M. Asynchronous Online Learning Experiences of Students in Pandemic Process: Facilities, Challenges, Suggestions. TOJQI. 2021; 12(2): 173-200.
Vancouver Öztürk M. Asynchronous Online Learning Experiences of Students in Pandemic Process: Facilities, Challenges, Suggestions. Turkish Online Journal of Qualitative Inquiry. 2021; 12(2): 173-200.
IEEE M. Öztürk , "Asynchronous Online Learning Experiences of Students in Pandemic Process: Facilities, Challenges, Suggestions", Turkish Online Journal of Qualitative Inquiry, c. 12, sayı. 2, ss. 173-200, Nis. 2021, doi:10.17569/tojqi.767378