Interaction in Distance Education: Meta-Synthesis of Qualitative Studies

Emine Su Tonga; Sami Şahin

Makale detayları

Interaction in Distance Education: Meta-Synthesis of Qualitative Studies

Yazarlar:

Emine Su Tonga | Sami Şahin

Yayıncı:

Kafkas University

Ana Başlıklar:

Other Fields of Education

Dergi:

e-Kafkas Journal of Educational Research Vol.10 Issue 1, pp.52-75

Belge Tipi:

Makale

Yayın Tarihi:

4/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001282380

pISSN:

2148-8940

Anahtar kelimeler:

Özet:

 Interaction in distance education processes; It has a very important place in the learners academic performance, attitude and motivation, participation in the lesson and the acquisition of instructional goals and behaviors. According to the data obtained as a result of the analysis in this study, in which the interaction in synchronous and asynchronous distance education processes was investigated by qualitative meta-synthesis method; In the synchronous and asynchronous distance education processes, themes emerged about the purposes for which interactions are established, which features and functions can increase interactions in distance education, and which factors negatively affect this process while the interactions are established. According to these themes, which also constitute the aims of the research, interactions in distance education processes are established for cognitive, affective and collaborative purposes. Cognitively oriented interactions; ask questions-answer, asking for and expressing opinions, feedback, making explanations, sharing knowledge and experience, participating in discussions, suggesting solutions, directing, while affectively focused; encouragement and support, sharing personal information, cooperation and emotional support, collaborative interactions; It is established for the purpose of determining group qualifications members and work area, coordination among group members, distribution of tasks within the group expertise, group work processes. The categories on how to increase interactions were examined as learner-teacher, learner-learner, learner-content and multiple interaction. Teaching strategies that encourage peer consultation for learning, course contents with detailed and explanatory demonstrations, the learners sense of belonging and commitment to the group, reducing social and psychological distance with a quick reply to the e-mail sent by the learner, the learners questions and There is in-depth and explanatory feedback on the students comments, and asynchronous student-teacher interaction using alternative web resources. Among the factors that negatively affect the interaction process are; during the process, there are negative experiences, slow connection or disconnection, conflict between learners, insufficient online course time to interact due to the intensity of the content, the dominant student being at the forefront when the teacher cannot manage the interaction process, and pedagogical inadequacy that negatively affects the cooperation between learners.

 Interaction in distance education processes; It has a very important place in the learners academic performance, attitude and motivation, participation in the lesson and the acquisition of instructional goals and behaviors. According to the data obtained as a result of the analysis in this study, in which the interaction in synchronous and asynchronous distance education processes was investigated by qualitative meta-synthesis method; In the synchronous and asynchronous distance education processes, themes emerged about the purposes for which interactions are established, which features and functions can increase interactions in distance education, and which factors negatively affect this process while the interactions are established. According to these themes, which also constitute the aims of the research, interactions in distance education processes are established for cognitive, affective and collaborative purposes. Cognitively oriented interactions; ask questions-answer, asking for and expressing opinions, feedback, making explanations, sharing knowledge and experience, participating in discussions, suggesting solutions, directing, while affectively focused; encouragement and support, sharing personal information, cooperation and emotional support, collaborative interactions; It is established for the purpose of determining group qualifications members and work area, coordination among group members, distribution of tasks within the group expertise, group work processes. The categories on how to increase interactions were examined as learner-teacher, learner-learner, learner-content and multiple interaction. Teaching strategies that encourage peer consultation for learning, course contents with detailed and explanatory demonstrations, the learners sense of belonging and commitment to the group, reducing social and psychological distance with a quick reply to the e-mail sent by the learner, the learners questions and There is in-depth and explanatory feedback on the students comments, and asynchronous student-teacher interaction using alternative web resources. Among the factors that negatively affect the interaction process are; during the process, there are negative experiences, slow connection or disconnection, conflict between learners, insufficient online course time to interact due to the intensity of the content, the dominant student being at the forefront when the teacher cannot manage the interaction process, and pedagogical inadequacy that negatively affects the cooperation between learners.

 Interaction in distance education processes; It has a very important place in the learners academic performance, attitude and motivation, participation in the lesson and the acquisition of instructional goals and behaviors. According to the data obtained as a result of the analysis in this study, in which the interaction in synchronous and asynchronous distance education processes was investigated by qualitative meta-synthesis method; In the synchronous and asynchronous distance education processes, themes emerged about the purposes for which interactions are established, which features and functions can increase interactions in distance education, and which factors negatively affect this process while the interactions are established. According to these themes, which also constitute the aims of the research, interactions in distance education processes are established for cognitive, affective and collaborative purposes. Cognitively oriented interactions; ask questions-answer, asking for and expressing opinions, feedback, making explanations, sharing knowledge and experience, participating in discussions, suggesting solutions, directing, while affectively focused; encouragement and support, sharing personal information, cooperation and emotional support, collaborative interactions; It is established for the purpose of determining group qualifications members and work area, coordination among group members, distribution of tasks within the group expertise, group work processes. The categories on how to increase interactions were examined as learner-teacher, learner-learner, learner-content and multiple interaction. Teaching strategies that encourage peer consultation for learning, course contents with detailed and explanatory demonstrations, the learners sense of belonging and commitment to the group, reducing social and psychological distance with a quick reply to the e-mail sent by the learner, the learners questions and There is in-depth and explanatory feedback on the students comments, and asynchronous student-teacher interaction using alternative web resources. Among the factors that negatively affect the interaction process are; during the process, there are negative experiences, slow connection or disconnection, conflict between learners, insufficient online course time to interact due to the intensity of the content, the dominant student being at the forefront when the teacher cannot manage the interaction process, and pedagogical inadequacy that negatively affects the cooperation between learners.

 Interaction in distance education processes; It has a very important place in the learners academic performance, attitude and motivation, participation in the lesson and the acquisition of instructional goals and behaviors. According to the data obtained as a result of the analysis in this study, in which the interaction in synchronous and asynchronous distance education processes was investigated by qualitative meta-synthesis method; In the synchronous and asynchronous distance education processes, themes emerged about the purposes for which interactions are established, which features and functions can increase interactions in distance education, and which factors negatively affect this process while the interactions are established. According to these themes, which also constitute the aims of the research, interactions in distance education processes are established for cognitive, affective and collaborative purposes. Cognitively oriented interactions; ask questions-answer, asking for and expressing opinions, feedback, making explanations, sharing knowledge and experience, participating in discussions, suggesting solutions, directing, while affectively focused; encouragement and support, sharing personal information, cooperation and emotional support, collaborative interactions; It is established for the purpose of determining group qualifications members and work area, coordination among group members, distribution of tasks within the group expertise, group work processes. The categories on how to increase interactions were examined as learner-teacher, learner-learner, learner-content and multiple interaction. Teaching strategies that encourage peer consultation for learning, course contents with detailed and explanatory demonstrations, the learners sense of belonging and commitment to the group, reducing social and psychological distance with a quick reply to the e-mail sent by the learner, the learners questions and There is in-depth and explanatory feedback on the students comments, and asynchronous student-teacher interaction using alternative web resources. Among the factors that negatively affect the interaction process are; during the process, there are negative experiences, slow connection or disconnection, conflict between learners, insufficient online course time to interact due to the intensity of the content, the dominant student being at the forefront when the teacher cannot manage the interaction process, and pedagogical inadequacy that negatively affects the cooperation between learners.

Makale detayları

Interaction in Distance Education: Meta-Synthesis of Qualitative Studies

Yazarlar:

Emine Su Tonga | Sami Şahin

Yayıncı:

Kafkas University

Ana Başlıklar:

Other Fields of Education

Dergi:

e-Kafkas Journal of Educational Research Vol.10 Issue 1, pp.52-75

Belge Tipi:

Makale

Yayın Tarihi:

4/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001282380

pISSN:

2148-8940

distance education

distance learning

interaction

Sayı

Makale detayları

Interaction in Distance Education: Meta-Synthesis of Qualitative Studies

Yazarlar: Emine Su Tonga | Sami Şahin

Yayıncı: Kafkas University

Ana Başlıklar: Other Fields of Education

Dergi: e-Kafkas Journal of Educational Research Vol.10 Issue 1, pp.52-75

Belge Tipi: Makale

Yayın Tarihi: 4/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001282380

pISSN: 2148-8940

distance education

distance learning

interaction

Sayı

Yazarlar:

Emine Su Tonga | Sami Şahin

Yayıncı:

Kafkas University

Ana Başlıklar:

Other Fields of Education

Dergi:

e-Kafkas Journal of Educational Research Vol.10 Issue 1, pp.52-75

Belge Tipi:

Makale

Yayın Tarihi:

4/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001282380

pISSN:

2148-8940