STUDENT ENGAGEMENT BEHAVIORS IN THE PROCESS OF ONLINE ASSIGNMENT AND FEEDBACK

In this research, the effect of the online feedback process on the student engagement behaviors in the online learning environment was investigated. 43 students were participated in the study designed as phenomenology. The researchers asked students from the Department of Computer Education and Instructional Technology in the scope of “The Design and Use of Materials in Education” course to read the reading texts from their field and write reflective writings on the related topics. The students read a total of seven reading texts and wrote reflective writings about them. The students sent their reflective writings to the instructor through a learning management system (Moodle). The instructor examined their reflections and gave them weekly feedback. In the research, student engagement behaviors were examined through reflective writings, research diaries, focus group interviews and system log information. As a result of the research, it was seen that students showed the highest frequency of engagement behaviors in the first assignment period in the online environment and the lowest frequency was found during the second assignment. It was determined that after the second assignment, the frequency of student engagement behaviors in the online environment was increased. In addition to these results, it was determined that students' reflective perspective behaviors (analysis, synthesis, evaluation, critical review, commenting, etc.) during the first assignment were very low. However, it was seen that during the process of online assignment and feedback, students' reflective perspective behaviors were increased. In conclusion, the behaviors of students’ sending assignments were not parallel to the behaviors of students’ presence in the system. It was determined that the reason for students’ doing their assignments was intrinsic motivation