Özet:

This research aims to explore the impact of two different teaching strategies applied in a simultaneous online learning environment focused on students and teachers on the formations of the questioning community. Students-centered "Software Installation and Management" and teachers-centered "Office Software" courses are studied as two different case studies. The study included a total of 38 students, including 32 boys and 6 girls, who studied in the first class at the Computer Technology Department. The first state study lasted a total of 28 hours for 14 weeks and the second state study lasted 56 hours for 14 weeks. The data is collected online using the scale of the questionnaire community and the semi-configured conversation form. According to the research results, in the first case where a student-centered teaching strategy is used, the second case where a teacher-centered teaching strategy is used, the questioning community formations are higher than in the second case. In both teaching strategies, students’ teaching and social and cognitive stages are more in the forefront than students’ teaching stages. The design and organizational roles of teachers and the communication with students have played an important role in the development of the teaching place. The group work based on the interaction of students in and outside classes and cooperation has contributed to the development of social urbanism. The use of question-response technique in the course, the formation of discussion environments and the attempts of students to gain information from different sources are factors that influence the cognitive location. It is believed that the results obtained will be a guidance for educators in terms of the creation of a questioning community in simultaneous online learning environments.