International Association of Educators   |  ISSN: 1309-0682
Akdeniz Eğitim Araştırmaları Dergisi
International Association of Educators

Orjinal Araştırma Makalesi | Akdeniz Eğitim Araştırmaları Dergisi 2020, Cil. 14(34) 357-377

Join COR@NLINE: Student Experiences in and Perceptions of Online Sessions during COVID-19 Outbreak

Ayşegül Takkaç Tulgar

ss. 357 - 377   |  DOI: https://doi.org/10.29329/mjer.2020.322.17   |  Makale No: MANU-2006-18-0003

Yayın tarihi: Aralık 25, 2020  |   Okunma Sayısı: 94  |  İndirilme Sayısı: 545

PDF İndir

Özet

With the advent of technology and educational devices, online courses have been increasingly utilized in education. At present, educational institutions use a variety of technological tools and applications to carry out courses at all levels. There has been a debate on the use of technology in education from such perspectives as learner success, satisfaction and interaction. Language education has also been investigated from dimensions including integration of technology in language teaching and learning processes. Within an aim to identify learner experiences in online language sessions, this intrinsic case study examined the experiences and perceptions of 23 undergraduate students following online courses at English Language Teaching Department EFL at a Turkish state university. Data were collected through the instructor’s unstructured online observation notes, students’ unstructured notes and their answers to open-ended questions. The results of conventional content analysis pointed at the educational, pedagogical and affective contributions of online sessions as well as covering connection problems and interactional confusion as the drawbacks in the process. In the light of the results, several suggestions are made.

Anahtar Kelimeler: Language Education; Distance Education; Online Courses; Student Perceptions

Bu makaleye nasıl atıf yapılır?

APA 6th edition
Tulgar, A.T. (2020). Join COR@NLINE: Student Experiences in and Perceptions of Online Sessions during COVID-19 Outbreak . Akdeniz Eğitim Araştırmaları Dergisi, 14(34), 357-377. doi: 10.29329/mjer.2020.322.17

Harvard
Tulgar, A. (2020). Join COR@NLINE: Student Experiences in and Perceptions of Online Sessions during COVID-19 Outbreak . Akdeniz Eğitim Araştırmaları Dergisi, 14(34), pp. 357-377.

Chicago 16th edition
Tulgar, Aysegul Takkac (2020). "Join COR@NLINE: Student Experiences in and Perceptions of Online Sessions during COVID-19 Outbreak ". Akdeniz Eğitim Araştırmaları Dergisi 14 (34):357-377. doi:10.29329/mjer.2020.322.17.
Kaynakça
  1. Abuseileek, A. F. (2009). The effect of using an online-based course on the learning of grammar inductively and deductively. ReCALL, 21(3), 319-336. doi:10.1017/S095834400999005X [Google Scholar] [Crossref] 
  2. Andresen, M. A. (2009). Asynchronous discussion forums: Success factors, outcomes, assessments, and limitations. Educational Technology & Society, 12(1), 249-257. [Google Scholar]
  3. Bettinger, E., Fox, L., Loeb. S., & Taylor, E. (2017). Virtual classrooms: How online college courses affect student success. American Economic Review, 107(9), 2855-2875. https://doi.org/10.1257/aer.20151193 [Google Scholar] [Crossref] 
  4. Boonkit, K. (2010). Enhancing the development of speaking skills for non-native speakers of English. Procedia-Social and Behavioral Sciences, 2(2), 1305-1309. https://doi.org/10.1016/j.sbspro.2010.03.191 [Google Scholar] [Crossref] 
  5. Bosshardt, W. & Chiang, E. (2018). Evaluating the effect of online principles courses on long-term outcomes. International Review of Economics Education, 28, 1-10. https://doi.org/10.1016/j.iree.2018.03.001 [Google Scholar] [Crossref] 
  6. Camus, M. Hurt, N., Larson, L., & Prevost, L. (2016). Facebook as an online teaching tool: Effects on student participation, learning, and overall course performance. College Teaching, 64(2), 84-94. DOI: 10.1080/87567555.2015.1099093 [Google Scholar]
  7. Dobbs, R., Waid-Lindberg, C., & Carmen, A. (2017). Students’ perceptions of online courses: The effect of online course experience. The Quarterly Review of Distance Education, 18(1), 93-109. [Google Scholar]
  8. Duncan, K., Kenworthy, A., & McNamara, R. (2012). The effect of synchronous and asynchronous participation on students' performance in online accounting courses. Accounting Education, 21(4), 431-449. DOI: 10.1080/09639284.2012.67338 [Google Scholar]
  9. Fischer, C., Zu, D., Rodrigues, F., Denaro, K., & Warschauer, M. (2020). Effects of course modality in summer session: Enrollment patterns and student performance in face-to-face and online classes. The Internet and Higher Education, 45. https://doi.org/10.1016/j.iheduc.2019.100710 [Google Scholar] [Crossref] 
  10. Garrison, D. R. (2007). Online community of inquiry review: Social, cognitive, and teaching presence issues. Journal of Asynchronous Learning Networks, 11(1), 61-72. [Google Scholar]
  11. Garrison, D. R. (2009). Communities of inquiry in online learning. In P. L. Rogers, G. A. Berg,J. V. Boettcher, C. Howard, L. Justice, & K. D. Schenk (Eds.), Encyclopedia of distance learning (2nd ed., pp. 352-355). Hershey, PA: IGI Global. [Google Scholar]
  12. Garrison, D. R., Anderson, T., & Archer,W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2), 87-105. [Google Scholar]
  13. Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7-23. [Google Scholar]
  14. Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. Internet and Higher Education, 10, 157-172. doi:10.1016/j.iheduc.2007.04.001 [Google Scholar] [Crossref] 
  15. Harmon, O. & Tomolonis, P. (2019). The effects of using Facebook as a discussion forum in an online principles of economics course: Results of a randomized controlled trial. International Review of Economics Education, 30. https://doi.org/10.1016/j.iree.2019.100157 [Google Scholar] [Crossref] 
  16. Hew, K. F., & Cheung, W. S. (2013). Audio-based versus text-based asynchronous online discussion: Two case studies. Instructional Sciences, 41, 365-380. doi: 10.1007/s11251-012-9232-7 [Google Scholar] [Crossref] 
  17. Huh, S., Jin, J., Lee, K., & Yoo, S. (2009). Differential effects of student characteristics on performance: online vis-a-vis offline accounting courses. Academy of Educational Leadership Journal, 13(2), 83-91. [Google Scholar]
  18. Kurucay, M. & Inan, F. (2017). Examining the effects of learner-learner interactions on satisfaction and learning in an online undergraduate course. Computers & Education, 115, 20-37. http://dx.doi.org/10.1016/j.compedu.2017.06.010 [Google Scholar]
  19. Lyons, A., Reysen, S., & Pierce, L. (2012). Video lecture format, student technological efficacy, and social presence in online courses. Computers in Human Behavior, 28, 181-186. doi:10.1016/j.chb.2011.08.025 [Google Scholar] [Crossref] 
  20. Moore, J. (2014). Effects of online interaction and ınstructor presence on students’ satisfaction and success with online undergraduate Public Relations Courses. Journalism & Mass Communication Educator, 69(3), 271-288. DOI: 10.1177/1077695814536398 [Google Scholar]
  21. Nazara, A. (2011). Students’ perception of EFL speaking skill development. Journal of English Teaching, 1(1), 28-43. https://doi.org/10.33541/jet.v1i1.50  [Google Scholar] [Crossref] 
  22. Nistor, N. (2013). Stability of attitudes and participation in online university courses: Gender and location effects. Computers & Education, 68, 284-292. http://dx.doi.org/10.1016/j.compedu.2013.05.016 [Google Scholar]
  23. Ozawa, S. (2019). Effects of Japanese university students’ characteristics on the use of an online English course and TOEIC scores. CALICO Journal, 36(3), 225-239. https://doi.org/10.1558/cj.36748 [Google Scholar] [Crossref] 
  24. Palmer, S., Holt, D., & Bray, S. (2008). Does the discussion help? The impact of a formally assessed online discussion on final student results. British Journal of Educational Technology, 39(5), 847-858. doi:10.1111/j.1467-8535.2007.00780.x [Google Scholar] [Crossref] 
  25. Sansone, N., Ligorio, M. B., & Buglass, S. L. (2018). Peer e-tutoring: Effects on students’ participation and interaction style in online courses. Innovations in Education and Teaching International, 55(1), 13-22. DOI: 10.1080/14703297.2016.1190296 [Google Scholar]
  26. Sendag, S. & Odabası, F. (2009). Effects of an online problem based learning course on content knowledge acquisition and critical thinking skills. Computers & Education, 53, 132-141. doi:10.1016/j.compedu.2009.01.008 [Google Scholar] [Crossref] 
  27. Sher, A. (2009). Assessing the relationship of student–instructor and student–student interaction to student learning and satisfaction in web-based online learning environment. Journal of Interactive Online Learning, 8(2), 102-120. [Google Scholar]
  28. Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage. [Google Scholar]
  29. Takkaç Tulgar, A. (2019). A tale of two contexts: Attitudes of learners towards listening in foreign context and target context. International Journal of Listening. https://doi.org/10.1080/10904018.2019.1604139 [Google Scholar] [Crossref] 
  30. Vonderwell, S. (2003). An examination of asynchronous communication experiences and perspectives of students in an online course: A case study. Internet & Higher Education, 6(1), 77-90. http://dx.doi.org/10.1016/S1096-7516(02)00164-1. [Google Scholar]
  31. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. London, UK: Harvard University Press. [Google Scholar]
  32. Wei, H., Peng, H., & Chou, C. (2015). Can more interactivity improve learning achievement in an online course? Effects of college students' perception and actual use of a course-management system on their learning achievement. Computers & Education, 85, 10-21. http://dx.doi.org/10.1016/j.compedu.2014.12.013 [Google Scholar]
  33. Xu, D. & Jaggars, S. S. (2013). The impact of online learning on students’ course outcomes: Evidence from a large community and technical college system. Economics of Education Review, 37, 46-57. http://dx.doi.org/10.1016/j.econedurev.2013.08.001 [Google Scholar]
  34. Yang, J., Quadir, B., Chen, N., & Miao, Q. (2016). Effects of online presence on learning performance in a blog-based online course. The Internet and Higher Education, 30, 11-20. http://dx.doi.org/10.1016/j.iheduc.2016.04.002 [Google Scholar]
  35. Zhan, Z., Xu, F., & Ye, H. (2011). Effects of an online learning community on active and reflective learners’ learning performance and attitudes in a face-to-face undergraduate course. Computers & Education, 56, 961-968. doi:10.1016/j.compedu.2010.11.012 [Google Scholar] [Crossref] 
  36. Zhang, X. (2016). An analysis of online students’ behaviors on course sites and the effect on learning performance. Journal of Education for Library and Information Science, 57(4), 255-270. [Google Scholar]
İndir
Metric
Geçmiş
Benzer

Cilt 14 Sayı 34

Aralık 2020

Tüm Makaleler

Akdeniz Eğitim Araştırmaları Dergisi

International Association of Educators.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Gizlilik     |     Kullanım Koşulları     |     Çerez Politikaları
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.