Araştırma Makalesi
BibTex RIS Kaynak Göster

Turkish EFL Teachers’ Views on Blended Learning: A Qualitative Analysis

Yıl 2019, Cilt: 3 Sayı: 1, 31 - 41, 30.06.2019

Öz

The present study was
undertaken in order to investigate the blended learning application utilized in
a state university in Turkish context. The study investigates blended learning in
terms of the extent of blended aspect,
content, activities, effectiveness, and problems as well as suggestions
.
Semi-structured interviews were conducted in order to collect data. Some
interviews were conducted physically, while some were conducted through skype
or other online teleconferencing methods. Purposeful sampling method was
resorted to in the data collection process. Instructors who have been engaged
in the blended teaching practice were selected on the premise that they can produce
more valuable data. A total of 14 instructors were selected as the participant
group in the study. Results indicate that there are considerable variations in
the implementation and practitioners’ ideas on effectiveness. 

Kaynakça

  • Alammy, A., Sheard, J. & Carbone, A. (2014). Blended learning in higher education: Three different design approaches, Australasian Journal of Educational Technology, 2014, 30(4).
  • Alebaikan, R. & Troudi, S. (2010). Blended learning in Saudi universities: challenges and perspectives. ALT-J, Research in Learning Technology, 18(1), 49-59.
  • Basal, A. (2015). The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education-TOJDE, 16(4), 28-37.
  • Bonk, C. J., Kim, K.-J. & Zeng, T. (2006). Future directions of blended learning in higher education and workplace learning settings. In C. J. Bonk & C. R. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs (pp. 550-567). San Francisco, CA: Pfeiffer.
  • Çepik, Ş., Gönen, K., & Sazak, M. K. (2016). ELT instructors’ attitudes towards the use of Blended Learning in tertiary level English language programs. International Journal of Human Sciences, 13(1), 1715-1730. doi:10.14687/ijhs.v13i1.3719
  • De George-Walker, L. & Keeffe, M. (2010). Self-determined blended learning: A case study of blended learning design. Higher Education Research & Development, 29(1), 1-13.
  • DeLacey, B.J., and Leonard, D.A, (2002). Case study on technology and distance in education at the Harvard Business School. Educational Technology and Society 5(2), 13–28.
  • Donnelly, R. (2010). Harmonizing technology with interaction in blended problem-based learning. Computers & Education, 54(2), 350-359.
  • Ellis, R. A., and Calvo, R. A. (2007). Minimum Indicators to Assure Quality of LMS supported Gould, T. (2003, June). Hybrid classes: Maximizing institutional resources and student learning. In Proceedings of the 2003 ASCUE Conference, 54-59.
  • Garnham, C. & Kaleta, R. (2002, March). Introduction to hybrid courses. Teaching with Technology Today, 8(6).
  • Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. San Francisco: Jossey-Bass.
  • Graham, C. R. (2009). Blended learning models. Encyclopedia of Information Science and Technology, 375-382. Hershey, PA: IGI Global.
  • Graham, C. R. (2012b). Emerging practice and research in blended learning. M.J. Moore (Ed.), Handbook of distance education (pp. 333-350). New York, NY: Routledge.
  • Güzer, B. & 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.
  • Herman, T. & Banister, S. (2007). Face-to-face versus online coursework: A comparison of costs and learning outcomes. Contemporary Issues in Technology and Teacher Education, 7(4), 318-326
  • Huang, R., & Zhou, Y. (2005). Designing blended learning focused on knowledge category and learning activities. In C. J. Bonk & C. R. Graham (Eds.), Handbook of blended learning: Global perspectives, local designs (pp. 296-310). San Francisco, CA: Pfeiffer Publishing.
  • Kahyalar, E. (2016). A blended learning environment in language teaching: students’ feedback about the experience. The Online Journal of New Horizons in Education, 6(3), 1-16.
  • Kember, D., McNaught, C., Chong, F. C., Lam, P., & Cheng, K. F. (2010). Understanding the ways in which design features of educational websites impact upon student learning outcomes in blended learning environments. Computers in Education, 55, 1183-1192. http://dx.doi.org/10.1016/j.compedu.2010.05.015
  • Khazaei, S., Dastjerdi, H.V. (2011). An Investigation into the Impact of Traditional vs. Blended Teaching on EFL Learners’ Vocabulary Acquisition: M-learning in Focus. International Journal of Humanities and Social Science, 1(15), 202-207
  • Ladyshewsky, R. K. (2004). E-learning compared with the face to face: Differences in the academic achievement of postgraduate business students. Australasian Journal of Educational Technology, 20(3), 316-336.
  • Lee, G., Fong, W. W., & Gordon, J. (2013). Blended learning: The view is different from student, teacher, or institution perspective. Hybrid Learning and Continuing Education (pp. 356-363). Berlin, Heidelberg: Springer.
  • Lopez-Perez, M. V., Perez-Lopez, M. C. & Rodriguez-Ariza, L. (2011). Bended learning in higher education: Students’ perceptions and their relation to outcomes. Computers & Education, 56(3), 818-826
  • Lynch, R., & Dembo, M. (2004). The Relationship Between Self-Regulation and Online Learning in a Blended Learning Context, The International Review of Research in Open and Distributed Learning, Vol 5, No 2.
  • Macedo-Rouet, M., Ney, M., Charles, S. & Lallich-Boidin, G. (2009). Students’ performance and satisfaction with Web vs. paper-based practice quizzes and lecture notes. Computers & Education, 53, 375-384
  • Mayer, R. E. (2011). Multimedia learning. New York, NY: Cambridge University Press.
  • Motteram, G. (2006). Blended education and the transformation of teachers: A long-term case study in postgraduate UK higher education. British Journal of Educational Technology, 37(1), 17-30
  • Salazar, P. V. G. (2016). Students’ assessment of blended learning in an English language instruction course at the university of Cuenca. Turkish Online Journal of English Language Teaching TOJELT, 1(1), 33-40.
  • Picciano, A. G., & Dziuban, C. D. (Eds.) (2007). Blended learning: Research perspectives. Needham, MA: Sloan Consortium
  • Thorne, K. (2002). Blended learning: How to integrate online and traditional learning. London: Kogan Page.
  • Tselios, N., Daskalakis, S., & Papadopoulou, M. (2011). Assessing the Acceptance of a Blended Learning University Course. Educational Technology & Society, 14(2), 224–235.
  • Twigg, C. A. (2003). Improving learning and reducing costs: New models for online learning. EDUCAUSE Review 38(5), 28-38
  • Woltering, V., Herrler, A., Spitzer, K. & Spreckelsen, C. (2009). Blended learning positively affects students’ satisfaction and the role of the tutor in the problem-based learning process: Results of a mixed-method evaluation. Advances in Health Science Education, 14(5), 725-738.
  • Zhang, H., Song, W., & Burston, J. (2011). Reexamining the effectiveness of vocabulary learning via mobile phones. The Turkish Online Journal of Educational Technology, 10(3), 203–214
Yıl 2019, Cilt: 3 Sayı: 1, 31 - 41, 30.06.2019

Öz

Kaynakça

  • Alammy, A., Sheard, J. & Carbone, A. (2014). Blended learning in higher education: Three different design approaches, Australasian Journal of Educational Technology, 2014, 30(4).
  • Alebaikan, R. & Troudi, S. (2010). Blended learning in Saudi universities: challenges and perspectives. ALT-J, Research in Learning Technology, 18(1), 49-59.
  • Basal, A. (2015). The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education-TOJDE, 16(4), 28-37.
  • Bonk, C. J., Kim, K.-J. & Zeng, T. (2006). Future directions of blended learning in higher education and workplace learning settings. In C. J. Bonk & C. R. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs (pp. 550-567). San Francisco, CA: Pfeiffer.
  • Çepik, Ş., Gönen, K., & Sazak, M. K. (2016). ELT instructors’ attitudes towards the use of Blended Learning in tertiary level English language programs. International Journal of Human Sciences, 13(1), 1715-1730. doi:10.14687/ijhs.v13i1.3719
  • De George-Walker, L. & Keeffe, M. (2010). Self-determined blended learning: A case study of blended learning design. Higher Education Research & Development, 29(1), 1-13.
  • DeLacey, B.J., and Leonard, D.A, (2002). Case study on technology and distance in education at the Harvard Business School. Educational Technology and Society 5(2), 13–28.
  • Donnelly, R. (2010). Harmonizing technology with interaction in blended problem-based learning. Computers & Education, 54(2), 350-359.
  • Ellis, R. A., and Calvo, R. A. (2007). Minimum Indicators to Assure Quality of LMS supported Gould, T. (2003, June). Hybrid classes: Maximizing institutional resources and student learning. In Proceedings of the 2003 ASCUE Conference, 54-59.
  • Garnham, C. & Kaleta, R. (2002, March). Introduction to hybrid courses. Teaching with Technology Today, 8(6).
  • Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. San Francisco: Jossey-Bass.
  • Graham, C. R. (2009). Blended learning models. Encyclopedia of Information Science and Technology, 375-382. Hershey, PA: IGI Global.
  • Graham, C. R. (2012b). Emerging practice and research in blended learning. M.J. Moore (Ed.), Handbook of distance education (pp. 333-350). New York, NY: Routledge.
  • Güzer, B. & 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.
  • Herman, T. & Banister, S. (2007). Face-to-face versus online coursework: A comparison of costs and learning outcomes. Contemporary Issues in Technology and Teacher Education, 7(4), 318-326
  • Huang, R., & Zhou, Y. (2005). Designing blended learning focused on knowledge category and learning activities. In C. J. Bonk & C. R. Graham (Eds.), Handbook of blended learning: Global perspectives, local designs (pp. 296-310). San Francisco, CA: Pfeiffer Publishing.
  • Kahyalar, E. (2016). A blended learning environment in language teaching: students’ feedback about the experience. The Online Journal of New Horizons in Education, 6(3), 1-16.
  • Kember, D., McNaught, C., Chong, F. C., Lam, P., & Cheng, K. F. (2010). Understanding the ways in which design features of educational websites impact upon student learning outcomes in blended learning environments. Computers in Education, 55, 1183-1192. http://dx.doi.org/10.1016/j.compedu.2010.05.015
  • Khazaei, S., Dastjerdi, H.V. (2011). An Investigation into the Impact of Traditional vs. Blended Teaching on EFL Learners’ Vocabulary Acquisition: M-learning in Focus. International Journal of Humanities and Social Science, 1(15), 202-207
  • Ladyshewsky, R. K. (2004). E-learning compared with the face to face: Differences in the academic achievement of postgraduate business students. Australasian Journal of Educational Technology, 20(3), 316-336.
  • Lee, G., Fong, W. W., & Gordon, J. (2013). Blended learning: The view is different from student, teacher, or institution perspective. Hybrid Learning and Continuing Education (pp. 356-363). Berlin, Heidelberg: Springer.
  • Lopez-Perez, M. V., Perez-Lopez, M. C. & Rodriguez-Ariza, L. (2011). Bended learning in higher education: Students’ perceptions and their relation to outcomes. Computers & Education, 56(3), 818-826
  • Lynch, R., & Dembo, M. (2004). The Relationship Between Self-Regulation and Online Learning in a Blended Learning Context, The International Review of Research in Open and Distributed Learning, Vol 5, No 2.
  • Macedo-Rouet, M., Ney, M., Charles, S. & Lallich-Boidin, G. (2009). Students’ performance and satisfaction with Web vs. paper-based practice quizzes and lecture notes. Computers & Education, 53, 375-384
  • Mayer, R. E. (2011). Multimedia learning. New York, NY: Cambridge University Press.
  • Motteram, G. (2006). Blended education and the transformation of teachers: A long-term case study in postgraduate UK higher education. British Journal of Educational Technology, 37(1), 17-30
  • Salazar, P. V. G. (2016). Students’ assessment of blended learning in an English language instruction course at the university of Cuenca. Turkish Online Journal of English Language Teaching TOJELT, 1(1), 33-40.
  • Picciano, A. G., & Dziuban, C. D. (Eds.) (2007). Blended learning: Research perspectives. Needham, MA: Sloan Consortium
  • Thorne, K. (2002). Blended learning: How to integrate online and traditional learning. London: Kogan Page.
  • Tselios, N., Daskalakis, S., & Papadopoulou, M. (2011). Assessing the Acceptance of a Blended Learning University Course. Educational Technology & Society, 14(2), 224–235.
  • Twigg, C. A. (2003). Improving learning and reducing costs: New models for online learning. EDUCAUSE Review 38(5), 28-38
  • Woltering, V., Herrler, A., Spitzer, K. & Spreckelsen, C. (2009). Blended learning positively affects students’ satisfaction and the role of the tutor in the problem-based learning process: Results of a mixed-method evaluation. Advances in Health Science Education, 14(5), 725-738.
  • Zhang, H., Song, W., & Burston, J. (2011). Reexamining the effectiveness of vocabulary learning via mobile phones. The Turkish Online Journal of Educational Technology, 10(3), 203–214
Toplam 33 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Özkan Kırmızı

Kübra Yapıcı Bu kişi benim

Yayımlanma Tarihi 30 Haziran 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 3 Sayı: 1

Kaynak Göster

APA Kırmızı, Ö., & Yapıcı, K. (2019). Turkish EFL Teachers’ Views on Blended Learning: A Qualitative Analysis. Journal of Social Sciences and Humanities, 3(1), 31-41.