The Sociology of Digital Classroom: An Analytic Autoethnograhy on Interaction Problems

Yıl 2024, Sayı: 17, 89 - 104, 26.12.2024

Muhittin Şahin

https://doi.org/10.55609/yenimedya.1522354

Öz

There is a meaningful relationship between the technology that societies have and their lifestyles. Microelectronics-based information/communication technologies have determined today's dominant technology as digitalization; this technology permeates all areas of life, including education. The learning environment of the learners in the classroom is also affected by the technology adopted. Digital classrooms have transformed the forms of interaction that build the sociality of a classroom and are a necessity for learning. In this regard, the aim of this study is to examine the forms of communication and interaction between teachers and learners in digital classrooms. Analytical autoethnography was adopted as a method. The researcher’s (active) participation within the social context being studied, which allows for both experiencing and shaping it, has been a significant consideration in the selection of the research method. The diaries kept by the researcher in the study are the main data collection tools. According to the research findings, the status of the teacher in a digital classroom, his predisposition to digital elements, and the educational approaches he uses in the learning-teaching process are significant in the success of interaction among participants. It was found that the primary reason for lack of motivation stems from positive aspects, such as the flexibility offered by digital classrooms. Low motivation causes concentration problems; it was observed that concentration issues led students to engage in cyber-loafing activities and to follow the lesson through asynchronous recordings later. It is also among the findings that situations in which the teacher has problems with his leadership during synchronous lessons negatively affect the interaction between members.

Anahtar Kelimeler

Digital classroom, Classroom sociology, Digital social group, Interaction, Autoethnography

Dijital Derslik Sosyolojisi: Etkileşim Sorunları Üzerine Analitik Bir Otoetnografi

Öz

Toplumların sahip olduğu teknoloji ile yaşam biçimlerini koşullandırması arasında anlamlı bir ilişki bulunmaktadır. Mikro elektronik tabanlı bilgi/iletişim teknolojileri, günümüzün başat teknolojisini dijitalleşme olarak belirlemiştir; söz konusu teknoloji, eğitim de dahil olmak üzere yaşamın tüm alanlarına sirayet etmektedir. Belli bir amaçla bir araya toplanan birtakım bireylerin oluşturduğu toplumsal bir grup olarak sınıf içindeki öğrenenlerin öğrenme ortamı da, söz konusu teknolojiden etkilenmektedir. Dijital derslikler, bir sınıfın toplumsallığını inşa eden ve öğrenme için bir gereklilik teşkil eden etkileşim biçimlerinde dönüşüm yaratmıştır. Bu doğrultuda bu çalışmanın problemini dijital dersliklerde öğretmen ve öğrenen ile öğrenenler arasındaki iletişim ve etkileşim biçimlerinin incelenmesi teşkil etmektedir. Nitel araştırma geleneği içerisinde gelişen analitik otoetnografi, yöntem olarak benimsenmiştir. Araştırmacının araştırılan toplumsal bağlamın tam bir katılımcısı olması, söz konusu bağlamı yalnızca deneyimlememesi ayrıca onu yaratan bir konumda olması araştırma yönteminin seçilmesinde önemli dinamikler olmuştur. Araştırmada araştırmacının tutmuş olduğu günlükler temel veri toplama aracıdır. Araştırma bulgularına göre, dijital bir derslikte öğretmenin statüsü, onun dijital unsurlara yatkınlığı ve öğrenme-öğretme sürecinde kullandığı eğitim yaklaşımları katılımcılar arasındaki etkileşimin başarısında anlamlıdır. Derslik içinde etkileşim sorunlarının en temel sebebinin motivasyon eksikliği olduğu bulunmuştur; motivasyon eksikliğinin temel kaynağı ise dijital dersliklerin sunmuş olduğu esneklik gibi olumlu özelliklerdir. Düşük motivasyon konsantrasyon sorununa sebep olmaktadır; konsantrasyon sorununun ise öğrencileri siber-aylaklık eylemlerine ve asenkron kayıtlardan dersi takip etmeye sevk ettiği görülmüştür. Senkron ders esnasında ise öğretmenin liderlik statüsünde sorunlar yaşadığı durumların, üyeler arasındaki etkileşimi olumsuz yönde etkilediği ayrıca bulgular arasındadır.

Anahtar Kelimeler

Dijital derslik, Derslik sosyolojisi, Dijital toplumsal grup, Etkileşim, Otoetnografi

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