Akademik Veri Yönetim Sistemi
Participatory Educational Research, cilt.12, sa.4, ss.1-18, 2025 (Scopus)
This study examines the effects of distance education students' virtual classroom participation on their course achievement. The sample of this study, designed in the survey model, consists of 953 higher education students in a university in Turkey. Within the scope of the study, the students' virtual classroom participation status was examined. The students’ only watched synchronous or asynchronous, both synchronous and asynchronous, and no course-watching statuses were compared with the Turkish Language Course achievement scores. In addition, it was investigated whether the common effect of students' gender and virtual course-watching status affected course achievement. The average achievement scores of the students who watched course videos synchronously and asynchronously were significantly higher than those who watched only synchronously or asynchronously and did not watch at all. It was found that the achievement averages of the students who never attended/watched their virtual classrooms were significantly lower than all the other groups. In addition, it was concluded that the status of those watching virtual lessons, and the gender of these students created a significant difference in their course achievement. Still, the common effect of the status of these students watching virtual lessons and gender on their course achievement was not significant. The research findings were discussed and reported in light of the literature.