The Impact of Interactive Environment and Metacognitive Support on Academic Achievement and Transactional Distance in Online Learning

Abstract

The aim of the present study is to reveal the impact of the interactive environment and metacognitive support (MS) in online learning on academic achievement and transactional distance (TD). The study is designed as 2 Â 2 factorial design, and both qualitative and quantitative research techniques are used. The study was carried out on 127 students, and this research design was implemented in an online learning environment and evaluated based on an achievement test, TD scale, and semistructured interviews. The results of the study revealed that synschronous environments had a significant impact in reducing TD perception. In asynschronous environments, on the other hand, providing students with MS was efficient in reducing TD. In terms of academic success, compared with synschronous environments, MS provided in asynschronous environments caused to a significant difference in achievement test scores of the students. Explanations about findings and implications for instructional design are discussed in Conclusion section.

Enhancing Summary Writing of ESL Learners via a Theory-Based Online Tool: System Development and Evaluation

“…The affordance of SW-PAL was obvious in terms of the students' perception about SW-PAL. The students' view that SW-PAL was a motivating and challenging online summarizing tool for self-study is indicative of the known benefits of asynchronous interactive environment for improving student–content interaction in terms of providing students time to think and allowing them to progress at their own pace and to use it outside the class (Yilmaz & Karaoglan Yilmaz, 2018; Yilmaz & Keser, 2017).…”

“…To ensure the reliability of the study, peer debriefing and member checks were employed. In other words, the data were coded for a second time by a different person (Yilmaz & Karaoglan Yilmaz, 2018; Yilmaz & Keser, 2017) who is an English language lecturer. The codes collected from the researcher and the lecturer were examined for intercoder reliability.…”

Enhancing community of inquiry and reflective thinking skills of undergraduates through using learning analytics‐based process feedback

“…The main purpose of providing metacognitive support is to enable learners to focus on their own learning processes at the beginning of the learning process (for planning), during the learning process (for supervising) and at the end of the learning process (for evaluation). Thus, students will have more effective learning outcomes, being aware of their own learning processes (Dillenbourg, 2002; Dillenbourg & Jermann, 2007; Karaoglan Yilmaz & Yilmaz, 2019; Kirschner, Kreijns, Phielix, & Fransen, 2015; Yilmaz & Keser, 2017).…”

Student Perspectives on the Role of the Instructor in Face-to-Face and Online Learning

“…Online learning also requires similar varied opportunities for dialogue between teacher and learner. Umbach & Wawryznski [9] and Yilmaz & Keser [6] emphasized similarly how instructors influence student satisfaction. They stated students feel supported and are more active participants in institutions where faculty engaged with them in and out of the classroom, placing a high priority on enriching educational experiences.…”

“…On the other side of the spectrum, universities that specialize in online learning are generally bound to operate differently because of their limited modes of communication [5]. Online universities rely more on telecommunications and the Internet [6], thus often more readily equipping students to resolve problems without the in-person contact relied upon by traditional face-to-face institutions [5].…”