Araştırma Topluluğu Bağlamında Türkçenin Yabancı Dil Olarak Öğretildiği Sanal Sınıflar
Abstract
This study discusses virtual classes in which Turkish is taught as a foreign language within the Community of Inquiry. The Community of Inquiry model, which deals with virtual learning environments with its social, cognitive, and teaching presence dimensions, is a learning theory that proposes criteria for various dimensions of learning in these environments and its realization and aims to create a more effective virtual learning. The study is a qualitative case study. The data of the study are the live classes that the researchers observe non-participantly in the virtual classrooms of A1 level students learning Turkish in a Turkish Teaching Application and Research Center at a state university. In this process, the researchers observe a total of ten live classes for different language skills and then analyze them descriptively through video recordings within the criteria set by the Community of Inquiry. The findings obtained show that the activities in the teaching presence dimension in the virtual learning environment are at the forefront as teacher-directed, the activities in the social and cognitive presence dimensions are more limited and the expected student behaviors in these dimensions are not explicitly observable.
Keywords
Community of Inquiry, Teaching Turkish as a foreign language, Virtual classes