Çevrimiçi Öğretimsel Tartışmalara Katılım Stillerine Göre Çevrimiçi Öğrenmeye Yönelik Motivasyon ve Akademik Başarının İncelenmesi

Abstract

In this study, the changes in students' academic achievement and online learning motivations according to their participation for online instructional discussions in a learning environment supported by online discussions, the relationship between students' academic achievement scores and online learning motivations in a learning environment supported by online discussions, and student views on a learning environment supported by online discussions were discussed. The study was carried out with the participation of 64 university students studying at the undergraduate level during the 14-week course period. As a success indicator of the students, the difference between the scores obtained from the pre-test and post-test, which includes the topics of the Classroom Management course, in which the application was made, was taken into account, the students' motivation scores were determined by the online learning motivation scale scores, and the participation styles of the students for online instructional discussions were determined by using the online instructional discussion participation styles scale. The views of the students about the online instructional discussion environment were obtained through semi-structured interviews. According to the findings, it was observed that students' participation for online instructional discussions made a significant difference on their academic success and online learning motivation, and there was a high positive correlation between students' academic achievement and online learning motivation. The students stated that online discussion environments increased their motivation for their learning, contributed positively to their academic knowledge, and that supporting the discussions with face-to-face education environments could have a more lasting effect on their learning.