Özet:

The overall objective of this study with which the single-factor intergroup experimental pattern was used is to introduce the effects of different interaction tools utilized in online learning environments on academic achievements and social presence perceptions of students. The research was conducted with the contributions of 57 students from the Ahi Evran University, Faculty of Education, Elementary Science Education Department in the 2008-2009 Spring term. To be used in the experimental process of the research, two online learning environments whose unique difference was the different interaction tools used were designed. To provide the interaction in one of the environments, ‘Within-group Blog’, ‘Inter-group Blog’, and ‘Chat’ tools were used and in the other, ‘Messaging’, ‘Forum’ and ‘Chat’ tools were utilized. For determination of the achievements of the students, data in the assessment module integrated to the learning material and the works of the students in the learning environments were used. In addition, at the end of the experimental process a posttest, which is the same with the pretest, was conducted to determine the achievements of the students. For determination of the social presence perceptions of the students, a scale of social presence perception, whose validity and reliability were proved, was used. According to the findings obtained using one-way-ANOVA, the social presence perceptions and achievements of the students did not vary meaningfully with respect to the learning environment they used

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