Akademik Veri Yönetim Sistemi
Society for Information Technology & Teacher Education 2016 International Conference, Michigan, Amerika Birleşik Devletleri, 21 - 25 Mart 2016, cilt.1, sa.1, ss.1, (Özet Bildiri)
Social network sites, in addition to their socialization-focused features, are able to provide students, teachers, and managers with opportunities for learning, teaching, and assessment (Jones, Blackey, Fitzgibbon, & Chew, 2010). Nonetheless, such sites do not offer common learning management system (LMS) features such as library, exam, and assignment dropbox, and they are not being designed and developed with education in mind (Durak, Çankaya, & Yünkül, 2014; Cankaya et al., 2013). As a result, educational social networks, such as Edmodo, Google Classroom, Ning, Elgg and Value Pulse, started to emerge (Cankaya et al., 2013). Educational social network sites (ESNS) aim to help instructors in reducing privacy and security concerns, providing a medium for collaboration and discussion, and improving time management (Brady, Holcomb, & Smith, 2010). Thus, ESNS are likely to increase instructional, social, cognitive student presence in learning environments that employ synchronous and asynchronous technologies (McKerlich, Riis, Anderson, & Eastman, 2011). The extant literature suggest that effective learning occurs when instructional, social, and cognitive presence components are integrated, and a balance among these components is established (Garrison, 2003, 2007). Within the scope of instructional, social, and cognitive presence, knowledge construction in a learning environment is examined through the lenses of social, technological, and pedagogical processes (Shea & Bidjerano, 2009). The concept of instructional presence covers multiple activities including designing the learning environment prior to a lesson, planning learning activities, managing and guiding in-class discussions, providing information (Anderson, Rourke, Garrison, & Archer, 2001), providing feedback, and evaluating the-2283 SITE 2016 - Savannah, GA, United States, March 21-26, 2016 entire process. Social presence refers to students’ use of the chosen medium to reflect their personalities in an online community and to function as a real individual (Shea & Bidjerano, 2009). Social presence deals with the role of emotions and ideas in student communication (Rourke et al., 2001), and ways to support collaboration and group formation (Burgess, Slate, Rojas-LeBouef, & LaPrairie, 2010). Cognitive presence is students’ conscious actions to generate their own meanings via constant communication (Rourke et al., 2001). Shea and Bidjerano (2012) asserted that self-regulation as an important factor in online learning outcomes is also of importance to support instructional, social, cognitive presence. Moreover, Zhan and Mei (2013) maintains that presence has a positive influence on academic achievement. In this context, the purpose of this study was to examine university students’ instructional, social, cognitive presence in terms of gender, experience with the online medium, and communication tools; and to investigate the relationships of different forms of presence with achievement and self-regulation skills. The participants of the study were 43 female and 34 male students from a state university who were majoring in elementary science education (n=44) and instructional technology (n=33). All participants were enrolled in a course titled Information and Communication Technologies. The instrument used in the study consisted of three parts: (a) the self-regulation scale by Barnard et al. (2008) and Lan, Bremer, Stevens, and Mullen (2004), (b) communities of inquiry scale by Shea and Bidjerano (2009), and (c) a demographic information survey. Students accessed and interacted with the course content via Google Classroom throughout the semester (14-weeks-long). At the beginning of the semester, students were introduced to Google Classroom environment and provided with instructions and documents about the use of Google Classroom. The content of each week was delivered to the students as electronic documents and videos via Note tool prior to classroom meetings. The students were able to watch videos and study the topics on their personal computers and mobile devices. During the classroom meetings, the students were asked to perform activities of the week that was conveyed through Google Classroom’s Assignment tool. In addition, students were encouraged to post their questions, thoughts, and feelings about the content through chats and extra discussion boards. At the end of the semester, students filled in an online version of the data collection instrument. The data were analyzed using descriptive statistics, One Way ANOVA, and Pearson’s correlation. The results indicated that students’ instructional and cognitive presence in the Google Classroom environment were higher than their social presence in the environment, the mean scores were 4.07, 3.71, and 3.32, respectively. As to gender, there was not a significant difference between the scores of male and female students. The students who were more experienced with technology showed higher levels instructional, social, and cognitive presence than their less-experienced peers. There was no significant difference between mobile and desktop use as to the effectiveness of Google Classroom tools including announcement, assignment, and content. While instructional, social, and cognitive presences were positively correlated with self-regulation skills, there was no significant relationship between achievement and the three types of presence.