Hibrit Öğrenme Modeli Üzerine Bir Meta Sentez Çalışması: Uluslararası Örnekler

Year 2024, , 1655 - 1698, 01.08.2024

Şule Göksel , Abdullah Adıgüzel

https://doi.org/10.37669/milliegitim.1252931

Abstract

Bu çalışma yüz yüze eğitim ve uzaktan eğitimin birleştirilmesi anlamına gelen hibrit öğrenme modeli ile ilgili uluslararası düzeyde yapılmış ve yayınlanmış araştırmaları meta sentez yöntemi ile derinlemesine incelemeyi amaçlamaktadır. Bu meta sentez çalışmasında, çalışma alanı hibrit öğrenme modeli olarak belirlenmiştir. Daha sonra, içerik analizi yapılacak olan makalelerin araştırmaya dâhil olma ölçütleri belirlenmiştir. İncelenen makalelerin belirlenen ölçütleri yerine getirip getirmediğine araştırmacılar tarafından karar verilmiştir. Bunun sonucunda hibrit öğrenme modeli ile ilgili 2020-2022 yılları arasında “Scopus”, “Google Scholar”, “Ebscho” ve “ERIC” veri tabanlarında yayınlanmış 46 makale çalışmaya dâhil edilmiştir. Makaleler çalışmanın yayınlandığı veri tabanı, gerçekleştiği ülke ve tarih, yöntemi, amaçları ve sonuçları açısından incelenmiştir. Hibrit öğrenme modeli hakkında yazılmış makalelerin sonuçları etkileşim, motivasyon, 21. yy. becerileri, pedagojik fırsatlar, ihtiyaçlar, olumsuz yanlar ve öneriler başlıkları altında incelenmiştir. İçerik analizi sonuçlarına göre, hibrit öğrenme modelinin öğrencilere sunulan etkileşim fırsatlarını arttırdığı ve öğrencileri motive ettiği ortaya çıkmıştır. Özellikle bağımsız çalışma becerileri ve öz düzenleme olmak üzere, 21. yy. becerilerine olumlu etkileri olduğu ortaya çıkmıştır. Ayrıca öğrencilerin akademik çıktılarında başarılarının artması, sağladığı esneklik ve materyallere kolay erişim hibrit öğrenme modelinin sunduğu pedagojik fırsatlar başlığında öne çıkmaktadır. Bununla birlikte, hibrit öğrenme modelinin öğrenciler arasındaki sosyal etkileşimi azaltması ve teknolojide meydana gelen aksaklıklar yüzünden stres seviyesinin artması ise hibrit öğrenme modelinin olumsuz yanları olarak ortaya çıkmıştır. Ayrıca, hibrit öğrenme modeline yönelik eğitim kurumları, öğrenci ve öğretmenlerin bazı ihtiyaçları olduğu ortaya çıkmıştır. Son olarak hibrit öğrenme modelinin olumsuz yanlarının ve ihtiyaçlarının giderilmesine yönelik makalelerde yer alan öneriler bir tema altında toplanmıştır.

Keywords

hibrit öğrenme, harmanlanmış, meta-sentez, çevrimiçi, uzaktan eğitim

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