Comparative Analysis of Psychosocial Aspects of Two Higher Education Institutions’ Blended Learning Environments

Abstract

In this study, blended learning environments of two higher education institutions are investigated comparatively within the scope of the psychosocial perceptions of learners. The virtual classroom and e-platform commercial blended e-learning system used by A university and the virtual classroom (commercial) and e-platform (open source) blended e-learning environments used by B University were examined in terms of students' psychosocial perceptions. For this purpose, DELES-TR, the Turkish version of the Distance Education Learning Environments Scale developed by Walker (2003), was used to measure the perceptions of the learners towards the psychosocial dimensions of the blended learning environment of both universities. Correlational survey model was used in this research. The study group of the research consists of 276 students who study for a master's degree at two public universities. The data of the research were collected in the Spring semester of 2015-2016 academic year. As a result of the research, it was observed that there is a higher psychosocial perception towards A university in terms of instructor support, university B in terms of student interaction and collaboration, personal relevance, authentic learning, active learning and student autonomy.

Keywords

• Blended E-Learning
• Psychosocial Learning Environment
• Distance Education

İki Yükseköğretim Kurumunun Harmanlanmış Öğrenme Ortamlarının Psikososyal Boyutlarının Karşılaştırmalı Olarak İncelenmesi

Öz

Bu çalışmada iki yükseköğretim kurumunun harmanlanmış öğrenme ortamları, öğrenenlerin ortama yönelik psikososyal algıları kapsamında karşılaştırmalı olarak ele alınmıştır. A üniversitesinin kullandığı sanal sınıf ve e-platform ticari harmanlanmış e-öğrenme sistemi ile B üniversitesinin kullandığı sanal sınıf (ticari) ile e-platform (açık kaynak kodlu) harmanlanmış e-öğrenme ortamları öğrencilerin psikososyal algıları açısından incelenmiştir. Bu amaçla, her iki üniversitenin harmanlanmış öğrenme ortamının psikososyal boyutlarına dönük öğrenen algılarını test etmek için Walker (2003) tarafından geliştirilen Uzaktan Eğitim Öğrenme Ortamları Ölçeğinin Türkçe versiyonu olan DELES-TR kullanılmıştır. Araştırmada ilişkisel tarama modeli kullanılmıştır. Araştırmanın çalışma grubunu, iki devlet üniversitesinde yüksek lisans öğrenimi gören 276 öğrenci oluşturmaktadır. Araştırmanın verileri 2015-2016 öğretim yılı Bahar döneminde toplanmıştır. Araştırma sonucunda, öğretmen desteği boyutunda A üniversitesine, öğrenci iletişimi ve işbirliği, kişisel ilgi, otantik öğrenme, aktif öğrenme ve öğrenci özerkliği boyutlarında B üniversitesine yönelik daha yüksek psikososyal algıya sahip olunduğu görülmüştür.

Anahtar Kelimeler

• Harmanlanmış E-Öğrenme
• Psikososyal Öğrenme Ortamları
• Uzaktan Eğitim

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