TEACHERS' READINESS FOR BLENDED LEARNING, THEIR REASONS, CHALLENGES, AND SUGGESTIONS FOR PRACTISING BLENDED LEARNING

Year 2024, Volume: 25 Issue: 2, 157 - 173, 01.04.2024

Aysegul Liman Kaban Esra Yataganbaba Alev Ates Cobanoglu Mehmet Kokoc

https://doi.org/10.17718/tojde.1210124

Abstract

This study aims to understand the experiences of Turkish teachers in blended learning, the challenges they encountered, and their recommendations in this regard. The authors adapted the Blended Teaching Readiness Instrument (BTRI) (Archibald et al., 2021) to Turkish. Secondly, the reasons, challenges, and suggestions of teachers regarding blended learning were investigated. A total of 325 Turkish teachers were selected as the participant group in this survey. A criterion purposeful sampling method was used in the data collection process. The statistical analysis led to the conclusion that the BTRI, which was translated into Turkish, is a valid and reliable tool for measuring teachers’ levels of readiness for blended learning in Turkiye and it can also be used to gauge the readiness of teachers. ort he qualitative aspect, inductive content analysis was used for analyzing open-ended questions of the instrument. The study both served as a reflection of Turkish teachers’ positive and negative experiences regarding blended learning practices and a scale adaptation study for measuring the blended teaching readiness of Turkish teachers. It is considered that the results can help both pre-service and in-service teachers to be sensitive toward their blended teaching competencies. This study also has the potential for informing teacher education departments to equip prospective teachers with required disciplinary knowledge along with digital competencies.

Keywords

Blended Learning, Blended Teaching, Blended Teaching Readiness, Instrument Adaptation, Teacher

References

• Archibald, D. E., Graham, C. R., & Larsen, R. (2021). Validating a blended teaching readiness instrument for primary/secondary preservice teachers. British Journal of Educational Technology, 52(2), 536-551.https://doi.org/10.1111/bjet.13060
• Altay, I.F., & Altay, A. (2022). A Systematic Review of Studies on Blended Learning in Environment. Retrieved 2 June 2022, from http://ijci.wcciinternational.org/index.php/IJCI/article/view/255
• Ates Cobanoglu, A. (2020). From Ubiquitous-to-Ubiquitous Blended Learning Environments, In Managing and Designing Online Courses in Ubiquitous Learning Environments (Eds. Durak Gurkan, Cankaya Serkan), IGI-Global, 1st Edition, ISBN:9781522597797
• Balci, E. (2017). Perceptions on blended learning: a study on student and instructor experiences in an English preparatory program (Master's thesis, Pamukkale Universitesi Egitim Bilimleri Enstitusu).
• Baran, H. & Ozen, E. (2019). Cevrimici ogrenmede ogretmen hazirbulunuslugu olceginin Turkçe uyarlamasi: Gecerlik ve guvenirlik calismasi. International Open & Dictance Learning Conference (pp.725-732). Eskişehir. Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York, NY: Guilford Press.
• Buyukozturk, S. (2009). Sosyal bilimler icin veri analizi el kitabi: İstatistik, arastirma deseni, SPSS uygulamalari ve yorum. Ankara: Pegem Yayinlari.
• Chan, C. H. (2014). Building an online library for interpretation training: explorations into an effective blended-learning mode. Computer Assisted Language Learning, 27(5), 454-479. doi:10.1080/09588221.2013.770034