FARKLI ÖĞRENME ORTAMLARINDA DÜZENLENEN ÖĞRENME ETKİNLİKLERİNİN ÖĞRENENLERİN SOSYAL BULUNUŞLUK, ÖĞRENME VE MEMNUNİYET DÜZEYLERİNE ETKİSİ
THE EFFECT OF LEARNING ACTIVITIES ORGANIZED IN DIFFERENT LEARNING ENVIRONMENTS ON LEARNERS' SOCIAL CONNECTEDNESS, LEARNING, AND SATISFACTION LEVELS*

Summary/Abstract: This study aims to examine the impact of learning activities organized in different learning environments on learners' levels of social presence, learning, and satisfaction. An experimental study was conducted on two separate groups using a widely used learning management system and a social networking platform during a sixweek implementation period, employing various learning activities such as educational videos, true-false matching, question-answer, chat, and discussion. The research sample consists of 64 students enrolled in an undergraduate program at a state university. Two different learning environments were designed for the experimental procedure. This study collected data related to three variables: social presence perception, achievement status, and satisfaction level. The "social presence scale" was used to measure social presence perception, the "satisfaction scale" was used to measure satisfaction level, and the "academic achievement test" was used to determine the level of learning. The collected data were analyzed using descriptive statistical tools, t-test, and analysis of covariance (ANCOVA) methods. According to the research findings, learning management systems and social networking platforms generally do not differ in terms of learners' perception of social participation, satisfaction level, and academic achievement level. While differentiation in favor of the learning management system was observed in terms of satisfaction level on an item basis, differentiation was found in terms of communication and interaction with group peers in the social networking environment. Furthermore, a positive relationship was found between students' academic achievements and their perception of social participation in the learning management system environment. In contrast, no relationship was observed in the social networking environment. Therefore, implementing similar activities in different environments does not lead to differences in perception of social participation, satisfaction, and achievement. However, differences may arise among these variables depending on the characteristics of the environments. Hence, it is important to combine the strengths of the environments to facilitate positive interaction among these variables. In this way, the strengths of the environments should be integrated to foster a positive interaction among these variables.

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