HARMANLANMIŞ KARMA ÖĞRENME ORTAMLARI VE TASARIMINA İLİŞKİN ÖNERİLER

Year 2011, Volume: 12 Issue: 2, 73 - 97, 01.05.2011

Funda Dağ

Abstract

Son yıllarda, bilgi ve iletişim teknolojilerinde meydana gelen gelişmelerin etkisiyle yeniden yorumlanarak değer kazanan harmanlanmış öğrenme alanında araştırmaların sayısı artmaktadır. Bu araştırmalarda, harmanlanmış öğrenmenin tanımlanması ve harmanlanmış öğrenme ortamlarında hangi öğelerin nasıl harmanlanması gerektiği noktasında farklı yaklaşımlar bulunmaktadır. Bu çalışmanın amacı, yüksek öğretimde harmanlanmış öğrenme ile ilgili dünyada ve ülkemizde yapılan çalışmaları incelemek ve etkili bir harmanlanmış öğrenme ortamı tasarlamak için gereken bileşenler hakkında öneriler sunmaktır. Bu çerçevede, elektronik ortamda ulaşılabilen harmanlanmış öğrenme alanındaki araştırmalar kullanılan araştırma yöntemleri, tercih edilen e-öğrenme ortamları/yöntemleri, tercih edilen yüz yüze öğrenme/öğretme stratejileri ve harmanlanmış öğrenmenin değerlendirilmesinde kullanılan yöntemler açısından incelenmiştir. Araştırmadan elde edilen bulgulara göre, etkili harmanlanmış öğrenme ortamları oluşturmak için harmanlanmış öğrenmenin bir öğretim tasarımı yaklaşımı olarak kabul edilmesi gerektiği görülmekte ve farklı öğrenme alanları için harmanlanmış öğrenme modelleri oluşturulmasında sunulan önerilerin yol göstereci olacağı umut edilmektedir.

Keywords

Harmanlanmış Öğrenme, Karma Öğrenme, e-Öğrenme, Öğretim Tasarımı

Blended Learning Environments and Suggesstions for Blended Learning Design

Abstract

The number of studies in blended learning field, which has gained importance by being reinterpreted with the effect of the developments in information and communication technologies, has been increasing recently. There have been many diverse approaches in these studies on the point of defining blended learning and on the point of which components of blended learning environments need blending and how they are blended. The aim of this study is to examine national and international studies in blended learning in higher education and to make suggestions about necessary components for designing an effective blended learning environment. Within this framework the studies on blended learning, which were accessible online, were examined from the perspectives of research methods that were used, preferred e-learning environments and/or e-learning methods, preferred face to face learning/teaching strategies and the methods used in the evaluation of blended learning. In the light of the findings it is seen that blended learning should be regarded as a teaching design approach in order to create effectively blended learning environments and it is hoped that the suggestions made will be lodestar in forming blended learning models for diverse learning fields

Keywords

Blended Learning, Mixed Learning, Online Learning, Learning Design

References

• Akın, M. (2007). Bilgisayar Ve İnternet Teknolojilerinden Yararlanmanın Uygulama Alan Bilgisi Oluşturma Yönünde Etkisi (Erzincan Eğitim Fakültesi Örneği). Erzincan Eğitim Fakültesi Dergisi, 9(2), 49-70.
• Akkoyunlu, B. & Soylu, M.Y. (2008). A Study of Student‟s Perceptions in a Blended Learning Environment Based on Different Learning Styles. Educational Technology & Society, 11 (1), 183-193.
• Akyol,Z. & Garrison, D.R. (2010). Understanding cognitive presence in an online and blended community of inquiry:Assesing outcomes and processes for deep approaches to learning. British Journal of Educational Technology, doi: 0.1111/j.1467-8535.2009.01029.x.
• Altun,A., Gülbahar, Y. & Madran, O. (2008). Use Of A Content Management System For Blended learnıng: Perceptions of Pre-Service Teachers. Turkish Online Journal of Distance Education-TOJDE, 9(4), Article 11.
• Arıkan, Y.D. (2006). Web Destekli Etkin Öğrenme Uygulamalarının Öğretmen Adaylarının Derse Yönelik Tutumları Üzerindeki Etkileri. Ege Eğitim Dergisi, 2006 (7) 1, 23–41.
• Balcı, M. (2008). Karma Öğrenme ile İlgili Öğrenci Görüşleri, Yayınlanmamış Yüksek Lisans Tezi, Hacettepe Üniversitesi, Ankara.
• Bañados, E. (2006). A Blended-learning Pedagogical Model for Teaching and Learning EFL Successfully Through an Online Interactive Multimedia Environment. CALICO Journal, 23(3), 533-550.
• Biliuc, A.M., Ellis, R., Goodyear, P. & Piggott, L. (2010). Learning through face-to-face and online discussions:Associations between students‟ conceptions, approaches and academic performance in political science. British Journal of Educational Technology, 41(3), 2010, 512-524.
• Bogdan, R.C., & Biklen, S.K. (2003). Qualitative research for education: An introduction to theories andmethods (4th Edition). Boston, MA: Allyn and Bacon.
• Bonk, C., Kim, K. J., & Zeng, T. (2006). Future directions of blended learning in higher education and workplace learning settings. In C. Bonk & C. Graham (Eds.), The handbook of blended learning: Global perspectives local designs (pp. 550-567). San Francisco: Pfeiffer
• Cavalli, E., Gnudi, A., Iovino, D., Lorenzi, A. & Malvisi, L. (2007). Lecturer perception of the effectiveness of blended learning and institutional support mechanisms, EDEN 2007 Annual Conference, Naples, Italy.
• Chen, C.C. & Jones, F.K.T. (2007). Blended Learning vs. Traditional Classroom Settings: Assessing Effectiveness and Student Perceptions in an MBA Accounting Course. The Journal of Educators Online, 4(1), 1-15.
• Clayton, K., Blumber, F. & Auld, D.P. (2010). The relationship between motivation, learning strategies and choice of environment whether traditional or including an online component. British Journal of Educational Technology, 41(3), 2010, 349-364.
• Cooner, T.S. (2010). Creating opportunities for students in large cohorts to reflect in and on practice: Lesson learnt from a formative evaluation of student experiences‟ of technology-enhanced blended learning design. British Journal of Educational Technology, 41(2), 2010, 271-286.
• Delialioğlu,Ö. & Yıldırım, Z. (2007). Students‟ Perceptions on Effective Dimensions of Interactive Learning in a Blended Learning Environment. Journal of Educational Technology and Society, 10(2007), 133-146.
• Draffan, E. A. & Rainger, P. (2006) A model for the identification of challenges to blended learning. ALT-J, 14(1), 55-67.
• Driscoll, M. (2002). Blended learning: Let's get beyond the hype. LTI Newsline: Learning & Training Innovation. Retrieved June 28, 2010 from http://www- 07.ibm.com/services/pdf/blended_learning.pdf.
• Eldeghaidy, H. & Nouby, A. (2008). Effectiveness of a blended e-learning cooperative approach in an Egyptian teacher education programme. Computers & Education, 51(2008), 988-1006.
• Figl, K., Derntl, M., & Motschnig-Pitrik, R. (2005). Assessing the Added Value of Blended Learning: An Experience-based Survey of Research Paradigms. Proceedings of International Conference for Interactive Computer-Aided Learning (ICL'04), Villach:Austria.
• Finch, A.E. (2008). Usıng Course Software (Moodle) To Provıde An Effectıve Blended Learnıng Currıculum. Media in Foreign Language Teaching and Learning, Proceedings of CLaSIC 2008, (pp.155-159).
• Fook, F.S., Kong, N.W., Lan, O.S., Atan, H. & Idrus, R. (2005). Research in E-learning in a Hybrid Environment – A case for Blended Instruction. Malaysian Online Journal of Instructional Technology, 2(2), 124-136.
• Gins, P., & Ellis, R. (2007). Quality in blended learning: Exploring the relationships between on-line and face-to-face teaching and learning. Internet and Higher Education-Elsevier, 10(2007), 53–64.
• Graham, C.R. (2006). Blended Learning Systems: Definition, Current Trends, and Future Directions. In C. Bonk & C. Graham (Eds.), The handbook of blended learning: Global perspectives local designs (pp. 3-22). San Francisco: Pfeiffer.
• Greener, S. L. (2008). Self-aware and Self-directed: Student Conceptions of Blended Learning. MERLOT Journal of Online Learning and Teaching, 4(2), 243-253.
• Howard, L., Remenyi, Z., and Pap, G. (2006). Adaptive blended learning environments. 9th International Conference on Engineering Education, San Juan, PR, July 23- 28.
• Hwang, A. & Arbaught, J.B. (2009). Seeking feedback in blended learning: competitive versus cooperative student attitudes and their links to learning outcome. Journal of Computer Assisted Learning (2009), 25, 280-293.
• Mortera-Gutiérrez, F. (2006). Faculty Best Practices Using Blended Learning in E- Learning and Face-to-Face Instruction. International Journal on Elearning, ProQuest Education Journals 2006, 5(3), 313-337.
• Karaman, S., Özen, Ü., Yıldırım, S. & Kaban, A. (2009). Açık kaynak Kodlu Öğretim Yönetim Sistemi Üzerinden İnternet Destekli (Harmanlanmış) Öğrenim Deneyimi. Akademik Bilişim Konferansı 2009, Harran Üniversitesi: Şanlıurfa.
• Karasar, N. (2006). Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayınları
• Kim, W. (2007). Towards a Definition and Methodology for Blended Learning. Joseph Fong, Fu Lee Wang (Eds): Blended Learning, pp. 1-8, Pearson, 2007. Workshop on Blended Learning 2007, Edinburgh, United Kingdom.
• Kim, K.J., Bonk,C.J. & Teng,Y.T. (2009). The present state and future trends of blended learning in workplace learning settings across five countries. Asia Pacific Educational Review, 2009(10), 299–308.
• Kirişçioğlu, S. (2009). Fen Laboratuvar Derslerinde Harmanlanmış Öğrenme Etkinliğinin Çeşitli Boyutlarda İncelenmesi, Yayınlanmamış Yüksek Lisans Tezi, Celal Bayar Üniversitesi, Manisa.
• Lee, J. (2010). Design of blended training for transfer into the workplace. British Journal of Educational Technology, 41(2), 2010, 181-198.
• Lei, J. (2010). Quantity versus quality: A new approach to examine the relationship between technology use and student outcomes. British Journal of Educational Technology, 41(3), 2010, 455-472.
• Lilje, O. & Peat, M. (2007). Use of traditional and elearning components in a blended learning environment. Proceedings of the Assessment in Science Teaching and Learning Symposium, The University of Sydney:Austuralia.
• Lim, D. H., Morris, M.L. & Kupritz, V.W. (2007). Online vs. blended learning: Differences in instructional outcomes and learner satisfaction. Journal of Asynchronous Learning Networks, 11(3), 27-42.
• Milne, A. (2006). Designing blended learning space to the student experience. In D.G. Oblinger (Ed.), Learning Spaces. EDUCAUSE e-book.
• Moebs, S., & Weibelzahl, S. (2006). Towards a good mix in Blended Learning for Small and Medium-sized Enterprises – Outline of a Delphi Study. In E. Tomadaki and P. Scott (Eds.). Innovative Approaches for Learning and Knowledge Sharing, EC-TEL 2006 Workshops Proceedings, 1-4 October 2006, Crete, Greece, ISSN 1613-0073 (pp. 10-17). Milton Keynes: Open University.
• Mortera-Gutiérrez, F. (2006). Faculty Best Practices Using Blended Learning in E- Learning and Face-to-Face Instruction. International Journal on ELearning, 2006; 5(3); ProQuest Education Journals, 313-337.
• Ng, P. & Tsoi, R.H-L. (2008). A Study on the Students‟ Perception of Adopting Blended Learning at Sub-degree Level. In Joseph Fong, Reggie Kwan, Fu Lee Wang (Eds.): Hybrid Learning: A New Frontier, pp. 78-88. ICHL 2008, City University of Hong Kong, Hong Kong, August 2008.
• Oblinger, D.G. (2006). Space as a Change Agent. In D.G. Oblinger (Ed.), Learning Spaces, (pp. 1.3), EDUCAUSE e-book.
• Oliver, M., Trigwell, K. (2005). Can „Blended Learning‟ Be Redeemed?. E-learning, 2(1), 17-26.
• Orhan, F. (2007). Applying Self-Regulated Learning Strategies in a Blended Learning Instruction. World Applied Sciences Journal, 2(4), 390-398.
• Orthon-Johnson, K. (2009). „I‟ve stuck to the path I‟m afraid‟:exploring student non-use of blended learning. British Journal of Educational Technology, 40(5), 2009, 837-847.
• Osguthorpe, R. T., & Graham, C. R. (2003). Blended Learning Environments Definitions and Directions. The Quarterly Review of Distance Education, 4(3), 227-233.
• Rossett, A., Douglis, F., & Frazee, R. V. (2003). Strategies for building blended learning. Learning http://www.learningcircuits.org/2003/jul2003/rossett.htm Retrieved April 27, 2008 from
• Rovai, A.P. & Jordan, H.M. (2004). Blended Learning and Sense of Community: A comparative analysis with traditional and fully online graduate courses. The International Review of Research in Open and Distance Learning, 5(2) (2004).
• Sambrook,S. & Rowley, J. (2008). Student attitudes towards and use of webnotes. International Journal of Management Education, 8(2), 31-41.
• Sancho, P. Corral, R., Rivas, T., Gonza´lez, M.J., Chordi, A. & Tejedor,C. (2006). Instructıonal Desıgn And Assessment: A Blended Learning Experience For Teaching Microbiology. American Journal of Pharmaceutical Education, 2006; 70 (5), Article 120.
• Sharpe, R. & Benfield, G. (2005) The student experience of e-learning in higher education: a review of the literature. Brookes e-Journal of Learning and Teaching, 1 (3), 1-78.
• Shehab, S.A.J. (2007). Undergraduate Learners’ Perceptions of Blended Learning and its Relationship with Some Demographic and Experiential Variables at the Arab Open University- Bahrain Branch. Unpublished Master Thesis, United Arab Emirates University,United Arab Emirates.
• Singh, H. ve Reed, C. (2001). A white paper: Achieving success with blended learning. Los Angeles: Centra Software.
• Singh, H. (2003). Building Effective Blended Learning Programs, Educational Technology, 43(6),51-54.
• Sloman, M. (2003). Training in the age of the learner. London, UK : Chartered Institute of Personnel and Development.
• Stacey, E. and Gerbic, P. (2008). Success factors for blended learning. Proceedings of the Ascilite Conference, Melbourne 2008: Concise paper: Stacey & Gerbic.
• Uğur,B. (2007). Öğrencilerin Karma Öğrenme Yöntemine ve Yöntemin Uygulanmasına Yönelik Görüşlerinin Başarı, Cinsiyet ve Öğrenme Stilleri Açısından İncelenmesi, Yayınlanmamış Yüksek Lisans Tezi, Hacettepe Üniversitesi, Ankara.
• Uluyol, Ç. & Karadeniz, Ş. (2009). Bir Harmanlanmış Öğrenme Ortamı Örneği: Öğrenci Başarısı ve Görüşleri, Yüzüncü Yıl Eğitim Fakültesi Dergisi, 6(1), 60-84.
• Usta, E. (2007). Harmanlanmış Öğrenme Ve Çevrimiçi Öğrenme Ortamlarının Akademik Başarı Ve Doyuma Etkisi, Yayınlanmamış Doktora Tezi, Gazi Üniversitesi, Ankara. (pp:33).
• Usta, E. & Mahiroğlu, A. (2008). Harmanlanmış Öğrenme ve Çevrimiçi Öğrenme Ortamlarının Akademik Başarı ve Doyuma Etkisi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 9(2), 1-15.
• Uzun, A. & Şentürk,A. (2010). Blendıng Makes The Dıfference: Comparıson Of Blended And Traditional Instruction On Students Performance And Attıtude In Computer Literacy. . Proceedings of International Educational Technology Conferenece - IETC 2010,Vol 1, 242-246.
• Ünsal, H. (2007). Harmanlanmış Öğrenme Etkinliğinin Çoklu Düzeyde Değerlendirilmesi, Yayınlanmamış Doktora Tezi, Gazi Üniversitesi, Ankara. (pp.75)
• Valiathan, P. (2002). Designing a blended learning solution. Learning Circuits. Retrieved June http://www.learningcircuits.com/2002/aug2002/valiathan.html. 28, 2010 from
• Wilson, D. ve Smilanich, E. (2005). The Other Blended Learning. A Classroom-Centered Approach. Pfeiffer. San Francisco.
• Weibelzahl, S. & Dowling, N.A. (2007). Comparison of On-Line and Blended Learning for Training in UML. In: C. Bunse and L. Thomas. Workshop Series on Software Engineering Education in Academia and IndustryWorkshop Series on Software Engineering Education in Academia and Industry, pp. 23-28, Volume 1, Fraunhofer IRB Verlag.
• Yaman, M. & Graf, D. (2010). Evaluatıon Of An Internatıonal Blended Learnıng Cooperatıon Project In Bıology Teacher Educatıon. The Turkish Online Journal of Educational Technology (TOJET), 9(2), 87-96.
• Yıldırım, A. & Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (7. Baskı). Ankara:Seçkin Yayıncılık.