Abstract:

The aim of this research was to investigate the effects of adaptable social interaction tools on academic achievements and social presence perceptions of students. 3X2 factorial design was used in the research. 87 students, from Gazi University Faculty of Gazi Education Department of Computer Education and Instructional Technology, were in the sample of the research. These students were enrolled in “Project Development and Management-I” course in 2010-2011 Fall Semester. Students were asked to choose one of four different online learning environments. According to their choices, students were assigned to three groups for different learning environments. Students studied within groups with the help of an instructor in the online learning environment which they had chosen, for 13 weeks. Dependent variables of this research were academic achievement and social presence perception. Students’ academic achievements in summative evaluation did not differ according to learning environments. The academic achievements of all students significantly increased from pretest to posttest. For this reason, it can be concluded that it was beneficial in terms of achievements to give the students the opportunity to adapt the social interaction tools they demanded at the beginning of the course. The social presence perceptions of all students were found to be high. In addition, no significant difference was found between social presence perceptions of the students according to the learning environment

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