About this paper

Appears in:
Pages: 5244-5248
Publication year: 2016
ISBN: 978-84-617-5895-1
ISSN: 2340-1095
doi: 10.21125/iceri.2016.2272

Conference name: 9th annual International Conference of Education, Research and Innovation
Dates: 14-16 November, 2016
Location: Seville, Spain

UNDERSTANDING FACTORS INFLUENCING DISTANCE LEARNERS' INTERACTION EXPERIENCES

E. Genc Kumtepe1, N. Sen Ersoy2

1Anadolu University (TURKEY)
2Dumplupinar University (TURKEY)
The aim of this study was to examine the interaction of learners in a distance language class. Approximately 450 learners from a higher education institution in the Aegean Region of Turkey participated provided with their dialogic engagement experiences throughout the language courses within a survey research design. The theoretical background of the study is anchored in the Theory of Instructional Dialogue (TID) developed by Gorsky and Caspi (2005). They presented a theoretical model to examine learners’ activities/actions in terms of dialogical structure/patterns in a distance learning system. The framework of the TID grounds on one core assumption: Instruction equals Dialogue.

Based on this assumption, the TID puts forward the following propositions:
1. Every element in an instructional system is either a dialogue (intrapersonal or interpersonal) or a resource which supports dialogue.
2. Certain structural and human resources, common to all instructional systems, correlate with the type, amount and duration of interpersonal dialogue that occurs both in-class and out.
3. Specific, situated dialogues correlate with learning outcomes.

“Tactical Approaches to Study” Questionnaire developed by Gorsky and Caspi was used to collected data for the current study. It was translated into Turkish and used with some adaptation to research context with the permission of the authors. The questionnaire in general consists of nine main questions and related sub-questions. It is prepared using a web-based tool for building surveys and sent to participants via LMS messages and e-mails.

This study revealed substantial information on learners’ demographics (course load, past distance learning experience, exam performance etc.), learning preferences and dialogical behaviors during the courses. The variables of the study are subjected to structural equation modeling (SEM) to understand predictors of learners' interaction styles. The results of this study is expected to serve to instructional design by raising awareness about interaction in distance education.

References:
[1] Gorsky, P. & Caspi (2005). A. Dialogue: a Theoretical Framework for Distance Education Instructional Systems. British Journal of Educational Technology, 36 (2), 137-144.
@InProceedings{GENCKUMTEPE2016UND,
author = {Genc Kumtepe, E. and Sen Ersoy, N.},
title = {UNDERSTANDING FACTORS INFLUENCING DISTANCE LEARNERS' INTERACTION EXPERIENCES},
series = {9th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2016 Proceedings},
isbn = {978-84-617-5895-1},
issn = {2340-1095},
doi = {10.21125/iceri.2016.2272},
url = {http://dx.doi.org/10.21125/iceri.2016.2272},
publisher = {IATED},
location = {Seville, Spain},
month = {14-16 November, 2016},
year = {2016},
pages = {5244-5248}}
TY - CONF
AU - E. Genc Kumtepe AU - N. Sen Ersoy
TI - UNDERSTANDING FACTORS INFLUENCING DISTANCE LEARNERS' INTERACTION EXPERIENCES
SN - 978-84-617-5895-1/2340-1095
DO - 10.21125/iceri.2016.2272
PY - 2016
Y1 - 14-16 November, 2016
CI - Seville, Spain
JO - 9th annual International Conference of Education, Research and Innovation
JA - ICERI2016 Proceedings
SP - 5244
EP - 5248
ER -
E. Genc Kumtepe, N. Sen Ersoy (2016) UNDERSTANDING FACTORS INFLUENCING DISTANCE LEARNERS' INTERACTION EXPERIENCES, ICERI2016 Proceedings, pp. 5244-5248.
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