Abstract:

The number of students in the online educational environments called the fourth generation of remote education and those who benefit from these environments is increasing every day due to technological and socio-economic developments. This situation puts on the subject of the ability to develop a community sense that is critical for learning to express themselves in online environments, their active participation and the continuity of learning action. The aim of this study is to determine the differentiation of levels of community sense development in online remote learning environments in terms of sensational and active dimensions according to the demographic, language levels they learn and the variables in the use of technology skills. The research is carried out in a cutting-edge screening model. In order to determine the level of community sense in their students' online distance learning environments, the "Community sense scale in the online distance learning environment" developed by Ilgaz and Aşkar (2009) is used. The study concludes that in general, gender and language levels are not an important factor in the development of community sense, that it is important to create a supporting and comprehensive learning environment for all learners regardless of their demographic characteristics, that students with higher technology qualifications are more comfortable and competent in using the various tools and technologies included in online learning and that they can express themselves conveniently, and that they need to provide effective and efficient online environments.

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