Research Article
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Bir Harmanlanmış Öğrenme Deneyimi

Year 2017, Volume: 16 Issue: 2, 860 - 886, 01.04.2017

Sevilay Çırak

https://doi.org/10.17051/ilkonline.2017.304740
Cited By: 4

Abstract

Bu çalışmanın amacı öğretmen adaylarının Kuantum öğrenme döngüsü ile desteklenen harmanlanmış öğrenme ders tasarımına ilişkin görüşlerinin belirlenmesidir. Çalışmada dersin bütün olarak ele alındığı harmanlanmış bir derste öğrenci tecrübeleri yoluyla etkili bileşenler belirlenmeye çalışılmıştır. Çalışma gelecekte daha nitelikli harmanlanmış öğrenme ortamları tasarlamada yardımcı olması noktasında önem taşımaktadır. Araştırma verileri 2014-2015 eğitim öğretim yılında Gaziantep Eğitim Fakültesi İlköğretim Matematik Öğretmenliği 3. Sınıfa devam eden bir dersi Kuantum öğrenme döngüsü ile desteklenen harmanlanmış öğrenme tasarımı ile alan 12 ilköğretim matematik öğretmen adayından; araştırmacı tarafından hazırlanan yarı yapılandırılmış görüşme formu aracılığıyla toplanmıştır. Veriler içerik analizi ile analiz edilmiştir. Analizler sonucunda öğretmenden beklenen roller, tasarıma özgü etkinlikler, öğrenme yönetim sisteminin özellikleri, çevrimiçi öğrenmenin tamamlayıcısı olarak yüz yüze dersler, çevrimiçi ders materyallerinin özellikleri, öğrenci-öğrenci etkileşimi, ölçme-değerlendirme süreci, öğrenci rolü ve ders dışı çevrimiçi paylaşımların süreçte etkili olan dokuz bileşen olduğu tespit edilmiştir. Sonuçlara yönelik olarak harmanlanmış öğrenme ders tasarımlarında öğrenci-öğrenci ve öğrenci-öğretmen etkileşimlerini güçlendirecek etkinliklere yer verilmesi gibi önerilerde bulunulmuştur.

Keywords

Harmanlanmış Öğrenme Kuantum Öğrenme Döngüsü Etkili Bileşenler edmodo

References

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Year 2017, Volume: 16 Issue: 2, 860 - 886, 01.04.2017

Sevilay Çırak

https://doi.org/10.17051/ilkonline.2017.304740
Cited By: 4

Abstract

References

  • Ali, S. & Salter, G. (2004). The use of templates to manage on-line discussion forums. Electronic Journal on e-Learning Volume, 2(1), 11-18.
  • Al-Kathiri, F. (2015). Beyond the Classroom Walls: Edmodo in Saudi Secondary School EFL Instruction, Attitudes and Challenges. English Language Teaching, 8(1), 189-204.
  • Ateş-Çobanoğlu A. (2013). Harmanlanmış öğrenmenin öğrencilerin erişilerine, algıladıkları bilişsel esneklik düzeylerine ve öz düzenleyici öğrenme becerilerine etkisi. Yayınlanmamış doktora tezi, Ege Üniversitesi, Sosyal Bilimler Enstitüsü.
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  • Bath, D., ve Bourke, J. (2010). Getting started with blended learning. GIHE.
  • Beadle, M. & Santy, J. (2008). The early benefits of a problem-based approach to teaching social inclusion using an online virtual town. Nurse Education in Practice, 8(3), 190-196.
  • Bliuc, A. M., Goodyear, P., ve Ellis, R. A. (2007). Research focus and methodological choices in studies into students' experiences of blended learning in higher education. The Internet and Higher Education, 10(4), 231-244. doi:10.1016/j.iheduc.2007.08.001
  • Bonk, Kim, Oh, Teng ve Son, 2007
  • Carmody, K. & Berge, Z. (2005). Existential elements of the online learning experience. International Journal of Education and Development using ICT,1(3).
  • Chandra, V. & Fisher, D.L. (2009). Students’ perceptions of a blended web-based learning environment. Learning Environment Research, 12, 31-44.
  • Cheung, W. S. & Hew, K. F. (2012,). Our journey from face-to-face to blended learning approach: Important lessons learned. In International Conference on e-Learning (p. 27). Academic Conferences International Limited.
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  • Chickering, A. W. & Gamson, Z. (1987). Seven principles for good practice in undergraduate education. American Association of Higher Education Bulletin, 38(7), 3-7.
  • Davies, J. & Graff, M. (2005). Performance in e‐learning: online participation and student grades. British Journal of Educational Technology, 36(4), 657-663.
  • Delialioğlu, Ö. (2004). Melez (hibrit) öğretimin bir bilgisayar ağları dersindeki belirli bilişsel ve duyuşsal öğrenme çıktıları üzerindeki etkinliği. Yayınlanmamış doktora tezi, ODTÜ, Eğitim Bilimleri Enstitisü.
  • DePorter, B. ve Hernacki M. (1992). Quantum Learning : Unleashing the Genius in You. Dell Publishing Group, ss.14, 16, 156, 160,170-180,186-190, 192, 197, 210, 213, 230
  • DePorter, B., Reardon M. ve Nourie S. S. (1999). Teaching Orchestrating Student Success. A Viacom Company. ss.5, 99-100
  • Donnelly, R. (2010). Harmonizing technology with interaction in blended problem-based learning. Computers ve Education, 54(2), 350-359. doi:10.1016/j.compedu.2009.08.012
  • Doughty, H. A., Meaghan, D. E. & Barrett, R. V. (2009). The political economy of educational ınnovation. College Quarterly, 12(2), n2.
  • Drysdale, J. S., Graham, C. R., Spring, K. J. & Halverson, L. R. (2013). An analysis of research trends in dissertations and theses studying blended learning. The Internet and Higher Education, 17, 90-100.
  • Driscoll, M. (2002). Blended learning: Let's get beyond the hype. Retrieved from http://www-07.ibm.com/services/pdf/blended_learning.pdf
  • Ekwunife-Orakwue, K. C. & Teng, T. L. (2014). The impact of transactional distance dialogic interactions on student learning outcomes in online and blended environments. Computers & Education, 78, 414-427.
  • Ellis, R. A. & Calvo, R. A. (2004). Learning through discussions in blended environments. Educational media international, 41(3), 263-274.
  • Fang, Y. (2010). Perceptions of the computer-assisted writing program among EFL college learners. Educational Technology & Society, 13(3), 246-256.
  • Fraenkel, J. R., Wallen, N. E. & Hyun, H. H. (2012). How to design and evaluate research in education (8th edt.). New York: McGram-Hill Companies.
  • Finn, A. ve Bucceri, M. (2004). A Case Study Approach to Blended Learning, Centra Software, Inc.
  • Garnham, C. & Kaleta, R. (2002). Introduction to hybrid courses. Teaching with technology today, 8(6), 1-2.
  • Garrison, D. R. ve Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105. doi:10.1016/j.iheduc.2004.02.001
  • Gecer, A. (2013). Lecturer-Student Communication in Blended Learning Environments. Educational Sciences: Theory and Practice, 13(1), 362-367.
  • Geçer, A. & Dağ, F. (2012). Bir Harmanlanmış Öğrenme Tecrübesi. Kuram ve Uygulamada Eğitim Bilimleri, 12 (1), 425-442.
  • Ginns, P. & Ellis, R. (2007). Quality in blended learning: Exploring the relationships between on-line and face-to-face teaching and learning. The Internet and Higher Education, 10(1), 53-64.
  • Grabinger R.S. & Dunlap, J.C. (2000). Rich environments for active learning: A definition. D. Squires, G. Conole, G. Jacobs (Eds.), The changing face of learning technology, University of Wales Press, Cardiff (2000), pp. 8–38.
  • Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C.
  • Graham, C. R. (2013). Emerging practice and research in blended learning. In M. G. Moore (Ed.), Handbook of distance education (3rd ed., pp. 333– 350). New York, NY: Routledge.
  • Graham, C. R., Woodfield, W. & Harrison, J. B. (2013). A framework for institutional adoption and implementation of blended learning in higher education. The internet and higher education, 18, 4-14.
  • Güzer, B. ve Caner, H. (2014). The past, present and future of blended learning: an in depth analysis of literature. Procedia-Social and Behavioral Sciences,116, 4596-4603.
  • Harding, A., Kaczynski, D., ve Wood, L. (2005, September). Evaluation of blended learning: analysis of qualitative data. In Proceedings of uniserve science blended learning symposium (pp. 56-61).
  • Hsu, L. -L. (2011). Blended learning in ethics education: A survey of nursing students. Nursing Ethics, 18(3), 418-430.
  • Huett, J. B., Kalinowski, K. E., Moller, L. & Huett, K. C. (2008). Improving the motivation and retention of online students through the use of ARCS-based e-mails. The Amer. Jrnl. of Distance Education, 22(3), 159-176.
  • Jonas, D. ve Burns, B. (2010). The transition to blended e-learning. Changing the focus of educational delivery in children's pain management. Nurse Education in Practice 10(1), 1-7. doi:10.1016/j.nepr.2009.01.015
  • King, K. P. (2002). Identifying success in online teacher education and professional development. The Internet and Higher Education, 5(3), 231-246
  • Kirişçioğlu, S. (2009). Fen laboratuar derslerinde harmanlanmış öğrenme etkinliğinin çeşitli boyutlarda incelenmesi. Yayınlanmamış yüksek lisans tezi, Celal Bayar Üniversitesi, Fen Bilimleri Enstitüsü.
  • Kocaman Karoğlu, A., Kiraz, E. ve Özden, M. Y. (2014). Yükseköğretimde Karma bir Dersin Tasarımında İyi Uygulama İlkeleri.Education ve Science/Egitim ve Bilim, 39(173).
  • Kongchan, C. (2012, 10). How a non-digital-native teacher makes use of edmodo. 5th ict for language learning.
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There are 88 citations in total.

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Journal Section Araştırma Articlesi
Authors

Sevilay Çırak

Publication Date April 1, 2017
Published in Issue Year 2017 Volume: 16 Issue: 2

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APA Çırak, S. (2017). Bir Harmanlanmış Öğrenme Deneyimi. İlköğretim Online, 16(2), 860-886. https://doi.org/10.17051/ilkonline.2017.304740
AMA Çırak S. Bir Harmanlanmış Öğrenme Deneyimi. İOO. April 2017;16(2):860-886. doi:10.17051/ilkonline.2017.304740
Chicago Çırak, Sevilay. “Bir Harmanlanmış Öğrenme Deneyimi”. İlköğretim Online 16, no. 2 (April 2017): 860-86. https://doi.org/10.17051/ilkonline.2017.304740.
EndNote Çırak S (April 1, 2017) Bir Harmanlanmış Öğrenme Deneyimi. İlköğretim Online 16 2 860–886.
IEEE S. Çırak, “Bir Harmanlanmış Öğrenme Deneyimi”, İOO, vol. 16, no. 2, pp. 860–886, 2017, doi: 10.17051/ilkonline.2017.304740.
ISNAD Çırak, Sevilay. “Bir Harmanlanmış Öğrenme Deneyimi”. İlköğretim Online 16/2 (April 2017), 860-886. https://doi.org/10.17051/ilkonline.2017.304740.
JAMA Çırak S. Bir Harmanlanmış Öğrenme Deneyimi. İOO. 2017;16:860–886.
MLA Çırak, Sevilay. “Bir Harmanlanmış Öğrenme Deneyimi”. İlköğretim Online, vol. 16, no. 2, 2017, pp. 860-86, doi:10.17051/ilkonline.2017.304740.
Vancouver Çırak S. Bir Harmanlanmış Öğrenme Deneyimi. İOO. 2017;16(2):860-86.

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