Graduate Students' Perceptions of the Online Collaborative Learning Environment

Emine Aruğaslan

Makale detayları

Graduate Students' Perceptions of the Online Collaborative Learning Environment

Yazarlar:

Emine Aruğaslan

Yayıncı:

Anadolu University

Ana Başlıklar:

Eğitim Sosyolojisi

Dergi:

Anadolu Üniversitesi Sosyal Bilimler Dergisi Vol.24 Issue 3, pp.1267-1294

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001328619

pISSN:

2667-8683

Anahtar kelimeler:

Özet:

 This study aimed to examine graduate students experiences regarding online collaborative learning. For this purpose, the harmony between students self and peer assessments and their perceptions of online collaborative learning were examined. This study, using the case study model, which is a qualitative approach, was conducted with 14 PhD students enrolled in the Planning and Evaluation in Teaching course. In the study, a rubric was used to evaluate students participation and contribution to collaborative learning and a semi-structured interview form was used to obtain their opinions on online collaborative learning. Wilcoxon Signed Rank Test was applied to evaluate differences between self and peer assessments. The interview data was analysed using the content analysis method, which is one of the qualitative data analysis approaches. The findings revealed that there was no significant difference between students self and peer assessments. As a result of the content analysis, it was determined that the students expressed their experiences around six main themes: participation in collaborative learning, communication and coordination, contribution to learning, affective factors, online learning environment and self and peer assessment.

 This study aimed to examine graduate students experiences regarding online collaborative learning. For this purpose, the harmony between students self and peer assessments and their perceptions of online collaborative learning were examined. This study, using the case study model, which is a qualitative approach, was conducted with 14 PhD students enrolled in the Planning and Evaluation in Teaching course. In the study, a rubric was used to evaluate students participation and contribution to collaborative learning and a semi-structured interview form was used to obtain their opinions on online collaborative learning. Wilcoxon Signed Rank Test was applied to evaluate differences between self and peer assessments. The interview data was analysed using the content analysis method, which is one of the qualitative data analysis approaches. The findings revealed that there was no significant difference between students self and peer assessments. As a result of the content analysis, it was determined that the students expressed their experiences around six main themes: participation in collaborative learning, communication and coordination, contribution to learning, affective factors, online learning environment and self and peer assessment.

 This study aimed to examine graduate students experiences regarding online collaborative learning. For this purpose, the harmony between students self and peer assessments and their perceptions of online collaborative learning were examined. This study, using the case study model, which is a qualitative approach, was conducted with 14 PhD students enrolled in the Planning and Evaluation in Teaching course. In the study, a rubric was used to evaluate students participation and contribution to collaborative learning and a semi-structured interview form was used to obtain their opinions on online collaborative learning. Wilcoxon Signed Rank Test was applied to evaluate differences between self and peer assessments. The interview data was analysed using the content analysis method, which is one of the qualitative data analysis approaches. The findings revealed that there was no significant difference between students self and peer assessments. As a result of the content analysis, it was determined that the students expressed their experiences around six main themes: participation in collaborative learning, communication and coordination, contribution to learning, affective factors, online learning environment and self and peer assessment.

 Bu çalışmada, lisansüstü eğitim alan öğrencilerin çevrimiçi iş birlikli öğrenmeye ilişkin deneyimlerinin incelenmesi amaçlanmıştır. Bu amaç doğrultusunda öğrencilerin öz ve akran değerlendirmeleri arasındaki uyum ve çevrimiçi iş birlikli öğrenmeye yönelik algıları incelenmiştir. Nitel bir yaklaşım olan durum çalışması deseni kullanılan bu çalışma, Öğretimde Planlama ve Değerlendirme dersine kayıtlı 14 doktora öğrencisi ile gerçekleştirilmiştir. Çalışmada, öğrencilerin iş birlikli öğrenmeye katılımını ve katkısını değerlendirmek amacıyla dereceli puanlama anahtarı rubrik ve çevrimiçi iş birlikli öğrenmeye yönelik görüşlerinin alınması amacıyla yarı yapılandırılmış görüşme formu kullanılmıştır. Öz ve akran değerlendirmeleri arasındaki farkları değerlendirmek için Wilcoxon İşaretli Sıralar Testi uygulanmıştır. Görüşme verileri ise nitel veri analizi yaklaşımlarından biri olan içerik analizi yöntemi ile analiz edilmiştir. Bulgular, öğrencilerin öz ve akran değerlendirmeleri arasında anlamlı bir fark olmadığını ortaya koymuştur. İçerik analizi sonucunda, öğrencilerin iş birlikli öğrenmeye katılım, iletişim ve koordinasyon, öğrenmeye katkı, duyuşsal faktörler, çevrimiçi öğrenme ortamı ve öz ve akran değerlendirmesi olmak üzere toplam altı ana tema etrafında deneyimlerini ifade ettikleri belirlenmiştir.

Makale detayları

Graduate Students' Perceptions of the Online Collaborative Learning Environment

Yazarlar:

Emine Aruğaslan

Yayıncı:

Anadolu University

Ana Başlıklar:

Eğitim Sosyolojisi

Dergi:

Anadolu Üniversitesi Sosyal Bilimler Dergisi Vol.24 Issue 3, pp.1267-1294

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001328619

pISSN:

2667-8683

Distance Education

Collaborative Learning

Online Collaborative Learning

Peer Assessment

Self-Assessment

Graduate StudentsUzaktan Eğitim

İş Birlikli Öğrenme

Çevrimiçi İş Birlikli Öğrenme

Akran Değerlendirme

Öz Değerlendirme

Lisansüstü Öğrencileri

Sayı

Makale detayları

Yazarlar: Emine Aruğaslan

Yayıncı: Anadolu University

Ana Başlıklar: Eğitim Sosyolojisi

Dergi: Anadolu Üniversitesi Sosyal Bilimler Dergisi Vol.24 Issue 3, pp.1267-1294

Belge Tipi: Makale

Yayın Tarihi: 9/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001328619

pISSN: 2667-8683

Sayı

Yazarlar:

Emine Aruğaslan

Yayıncı:

Anadolu University

Ana Başlıklar:

Eğitim Sosyolojisi

Dergi:

Anadolu Üniversitesi Sosyal Bilimler Dergisi Vol.24 Issue 3, pp.1267-1294

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001328619

pISSN:

2667-8683