Akademik Veri Yönetim Sistemi
PAMUKKALE UNIVERSITESI EGITIM FAKULTESI DERGISI-PAMUKKALE UNIVERSITY JOURNAL OF EDUCATION, cilt.0, sa.54, ss.248-271, 2022 (ESCI)
Instructional technologies provide significant opportunities to researchers to facilitate learners' learning and to design more effective learning environments and experiences. Nowadays, it is seen that LMS is being used especially in higher education institutions intensively. However, learners must have some individual characteristics to effectively benefit from these learning environments. One of these learner's characteristics is learner control. Within the scope of this research, it was examined whether the LMS interactions of the learners differ according to the high or low learner control level. In order to investigate this, the interaction data of the learners who had a 14-week learning experience were examined. Interaction data were analyzed based on both general interactions and interaction themes. Interactions of learners in online learning environments were investigated, such as a) learner-content, b) learner-assessment, and c) learner-learner (learner-discussion) sub-themes. For this purpose, standardized residual analysis was conducted. Contingency tables larger than 2x2 can be examined via standardized residual analysis. In other words, it can be stated that this analysis is a posthoc analysis of chi-square analysis. According to the findings, it was found that the overall interactions of the learners with the system differ in many weeks based on learner control level. Content, learner, and discussion themes are examined, it is another finding that learners who have high-level learner control tend to interact more weekly, but this is not statistically different in general. The findings were discussed how online learning environments could be made more effective and efficient.