This chapter reveals the trends of the research conducted in between 2007-2012 on distance education theories. The literature was examined and analyzed based on theories, topics, research methods, statistics used, and the data collected in the research. Within this scope, full-text papers in the databases of EBSCO, Springer, Elsevier e-Reference, ERIC, JSTOR, SAGE, and ULAKBIM were reviewed, and a total of 209 articles were identified. The analysis outlines the trends in distance education and attempts to determine the deficiencies and gaps. The discovery of deficiencies and gaps are believed to not only raise awareness about the existing needs but also guide further studies.
This chapter examines the difference between engagement and participation of students completing performance tasks individually and cooperatively in online environments. Mixed method was used in the research. The quantitative data were obtained from the student activity access numbers and durations in the system records of the online platform used and the points obtained from the student engagement scale pre- and post-tests. The qualitative data were obtained from the video recordings obtained from the video conferencing platform and focus group interview. In terms of participation in the application process, a statistically significant difference was found in favor of studying cooperatively (p=0.01 <0.05). Based on the research findings, it was concluded that completing performance tasks cooperatively is beneficial to increasing online student participation.
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