Perceptions of Preschool and Primary School Teachers About Blended Learning Experience

Abstract

In the current study, it was aimed to investigate the views and experiences of preschool and primary school teachers regarding blended learning. In the study, case study, one of qualitative designs, was used. In determining the working group, criterion-sampling method was used. The working group was made up of 29 teachers working in Ankara. The data which was collected with semi-structured interview questions was applied content analysed. The findings obtained through the analysis of the data showed that almost all the teachers felt themselves incompetent in planning teaching processes, “as in the nature of blended learning”, with face-to-face and distance education. In addition, teachers pointed out that they needed education in such issues as preparing activities, producing digital content, using technology, classroom management, teaching methods and techniques in the part of distance education of blended learning. It was found that while the views of the primary school teachers teaching to third and fourth grades of primary education were quite positive regarding the applicability of the blended learning, first grade and second grade primary school teachers and preschool teachers were abstained. The results obtained from the findings of the research were discussed depending on the literature and some recommendations were made for the related partners. Given the qualitative nature and limited sample size of this study, future research should explore larger samples using experimental methods. Additionally, enhancing teacher training in technology integration for blended learning is recommended to better equip educators in applying these methods effectively.

Keywords

• Preschool education
• primary education
• blended learning
• technology integration
• educational technology

References

1. Alhan, S. S. (2019). Pre-Service science teachers’ views towards blended learning environment. Erzincan University Faculty of Education Journal, 22(2), 397-414. https://doi.org/10.17556/erziefd.633189
2. Anadolu Agency-AA (2022a). Tüm eğitim öğretim kurumlarında uzaktan eğitime geçiş Republic of Türkiye Anadolu Agency. https://www.aa.com.tr/tr/egitim/tum-egitim-ogretim-kurumlarinda-uzaktan-egitime-gecis-29-nisanda-baslayacak/2221506
3. Anadolu Agency-AA (2022b). Tüm eğitim öğretim kurumlarında uzaktan eğitime geçiş 29 Nisan'da başlayacak. Republic of Türkiye Anadolu Agency. https://www.aa.com.tr/tr/egitim/tum-egitim-ogretim-kurumlarinda-uzaktan-egitime-gecis-29-nisanda-baslayacak/2221506
4. Barnett, W. S., & Jung, K. (2021). Seven impacts of the pandemic on young children and their parents: initial findings from NIEER’s December 2020. Preschool Learning Activities Survey. Research Report. National Institute for Early Education Research.
5. Burke, J., & Dempsey, M. (2020). Covid-19 practice in primary schools in Ireland report. Maynooth.
6. Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2018). Eğitimde bilimsel araştırma yöntemleri. Pegem.
7. Çakıt, İ. & Karadeniz, Ş. (2020). Harmanlanmış öğrenme ortamlarının, hentbolda temel becerilerin gelişimine etkisi. Canakkale 18 March University Sport Sciences Journal, 3(3), 34-52. https://dergipark.org.tr/tr/pub/comusbd/issue/59247/819808
8. Cao, Y., Zhang, S., Chan, M. C. E., & Kang, Y. (2021). Post-pandemic reflections: lessons from Chinese mathematics teachers about online mathematics instruction. Asia Pacific Education Review, 22(2), 157-168. https://doi.org/10.1007/s12564-021-09694-w

9. Cho, H. (2021). Carving out a hybrid space: a self-study of contextualizing teaching for social justice in South Korea. Asia Pacific Education Review, 22(3), 495-513. https://doi.org/10.1007/s12564-021-09683-z
10. Cresswell, J. W. (2014). Research design: qualitative, quantitive and mixed method approaches. Sage.
11. Dağ, F. (2011). Harmanlanmış karma öğrenme ortamları ve tasarımına ilişkin öneriler. Journal of Ahi Evran University Kırsehir Education Faculty, 12(2), 73-97. https://dergipark.org.tr/en/pub/kefad/issue/59495/855161
12. Diana, E., Rahmah, N., & Rofiki, M. (2022). Blended learning management: The efforts to develop students’ soft skills in the new normal era. Jurnal Basicedu, 6(3), 4272-4281. https://doi.org/10.31004/basicedu.v6i3.2835
13. Dikmen, C. H. (2021). Investigation of the social, cognitive and teaching presence of teachers participating in programming education in the blended learning environment [Doctoral dissertation, Gazi University]. YÖK Tez Merkezi.
14. Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: The new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(1), 3. https://doi.org/10.1186/s41239-017-0087-5
15. Erdoğan, İ. (2021). Yeniden yeni eğitim sistemi. Journal of Insan ve Insan, 8(27), 13-25. https://doi.org/10.29224/insanveinsan.814514
16. Finlay, M. J., Tinnion, D. J., & Simpson, T. (2022). A virtual versus blended learning approach to higher education during the COVID-19 pandemic: The experiences of a sport and exercise science student cohort. Journal of Hospitality, Leisure, Sport & Tourism Education, 30, 100363. https://doi.org/10.1016/j.jhlste.2021.100363
17. Gilroy, K. (2001). Collaborative e-learning: The right approach. Ars Digita Systems Journal, 1-10. http://www.eveandersson.com/arsdigita/asj/elearning/
18. Grupe, F. H. (2002). An internet-based expert system for selecting an academic major. Internet and Higher Education, 5(4), 333-344. https://doi.org/10.1016/S1096-7516(02)00129-X
19. Gürdoğan, M. & Bağ, H. (2019). Harmanlanmış uygulamaların akademik başarı, motivasyon ve öğrenci görüşlerine etkisi. Akdeniz University Faculty of Education Journal, 2(1), 36-61. https://dergipark.org.tr/tr/pub/akuned/issue/48807/570309
20. Hastie, P. A., & Curtner-Smith, M., (2006). Influence of a hybrid sport education–teaching games for understanding unit on one teacher and his students. Physical Education and Sport Pedagogy 11(1), 1-27. https://doi.org/10.1080/17408980500466813
21. Haylock, D., & Cockburn, A. (2014). Understanding mathematics for young children: A guide for teachers of children 3-8. Sage.
22. Hiğde, E. & Aktamış, H. (2021). Probleme dayalı harmanlanmış öğrenme ortamının etkililiğinin ve öğrencilerin tutumlarının incelenmesi. Journal of Manisa Celal Bayar University Education Faculty, 9(1), 81-103. https://doi.org/10.52826/mcbuefd.884752
23. Jumabaeva, C., Sait Kyzy, A., Baryktabasov, K., & Ismailova, R. (2020). The hybrid learning implementation in Kyrgyzstan. Science, Education, Art and Technology Journal (SEAT Journal), 4(1), 23-30. https://dergipark.org.tr/en/pub/bestdergi/issue/50074/600354
24. Junco, R., Heiberger, G. & Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27(2), 119-132. https://doi.org/10.1111/j.1365-2729.2010.00387.x
25. Korkmaz, Ö. & Kadirhan, M. (2020). EBA içerikleriyle harmanlanmış öğretim uygulamasının öğrencilerin fen bilimleri dersindeki akademik başarılarına ve tutumlarına etkisi. Trakya Journal of Education, 10(1), 64-75. https://doi.org/10.24315/tred.529721
26. Korkmaz, O., & Karakus, U. (2009). The impact of blended learning model on student attitudes towards geography course and their critical thinking dispositions and levels. Turkish Online Journal of Educational Technology-TOJET, 8(4), 51-63.
27. Lago M. E. (2000), The hybrid experience: How sweet it is!. Converge Magazine, 3(9), 5-7.
28. Lake, R. & Makori, A. (2020). The digital divide among students during COVID-19: Who has access? Who doesn’t? The Lens. https://www.crpe.org/thelens/digital-divide-among-students-during-covid-19-who-has-access-who-doesnt
29. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: an expanded source book (2nd Edition). Sage.
30. Ministry of National Education-MoNE (2022a). Koronavirüs'e karşı eğitim alanında alınan tedbirler. Republic of Türkiye Ministry of National Education. https://www.meb.gov.tr/bakan-selcuk-koronaviruse-karsi-egitim-alaninda-alinan-tedbirleri-acikladi/haber/20497/tr
31. Ministry of National Education-MoNE (2022b). Türkiye, koronavirüs salgınında ulusal çapta uzaktan eğitim veren iki ülkeden biri. Republic of Türkiye Ministry of National Education. https://www.meb.gov.tr/turkiye-koronavirus-salgininda-ulusal-capta-uzaktan-egitim-veren-2-ulkeden-biri/haber/20618/tr
32. Ministry of National Education-MoNE (2022c). Yüz yüze eğitime ara verilmesi. Republic of Türkiye Ministry of National Education. http://covid19.meb.gov.tr/meb_iys_dosyalar/2021_05/04130426_yuz-yuze-egitime-araverilmesi.pdf
33. Ministry of National Education-MoNE (2022d). Uzaktan eğitim kararı. Republic of Türkiye Ministry of National Education. http://covid19.meb.gov.tr/covid19.html?-cat=rapor
34. Ministry of National Education-MoNE (2022e). 2020-2021 eğitim öğretim yılının ikinci dönemi uzaktan ve yüz yüze eğitimle başlıyor. Republic of Türkiye Ministry of National Education, Anadolu Agency. https://www.aa.com.tr/tr/egitim/okullarda-2020-2021-egitim-ogretim-donemi-yarin-sona-eriyor/2290792
35. Ministry of National Health, (2022). Dünya Sağlık Örgütü’nün pandemi ilanı. Republic of Türkiye Ministry of National Health. https://covid19.saglik.gov.tr/TR66494/
36. National Council of Teachers of Mathematics-NCTM (2000). Principles and standards for school mathematics. Reston.
37. Osguthorpe, R. T. & Graham, C. R. (2003). Blended learning environments. Quarterly Review of Distance Education, 4(3), 227-233. https://www.learntechlib.org/p/97576/
38. Porter, W. W., Graham, C. R., Spring, K. A., & Welch, K. R. (2014). Blended learning in higher education: Institutional adoption and implementation. Computers & Education, 75, 185-195. https://doi.org/10.1016/j.compedu.2014.02.011
39. Prifti, R. (2022). Self–efficacy and student satisfaction in the context of blended learning courses. Open Learning: The Journal of Open, Distance and e-Learning, 37(2), 111-125. https://doi.org/10.1080/02680513.2020.1755642
40. Rad, F. A., Otaki, F., Baqain, Z., Zary, N., & Al-Halabi, M. (2021). Rapid transition to distance learning due to COVID-19: Perceptions of postgraduate dental learners and instructors. PLoS ONE, 16(2). https://doi.org/10.1371/journal.pone.0246584
41. Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144. https://doi.org/10.1016/j.compedu.2019.103701
42. 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), 1-13. https://doi.org/10.19173/irrodl.v5i2.192
43. Sarıdaş, G. & Topdağı, M. (2021). Öğretmenlerin mesleki gelişim ihtiyaçlarının pandemi sonrası harmanlanmış öğrenme bağlamında incelenmesi. Journal of Educational Administration and Policies, 2(2), 25-38. https://dergipark.org.tr/tr/pub/eypd/issue/67243/949603
44. Singh, H., & Reed, C. (2001). A white paper: achieving success with blended learning. Centra Software, 1, 1-11. http://www.leerbeleving.nl/wbts/wbt2014/blend-ce.pdf
45. Singh, J., Steele, K., & Singh, L. (2021). Combining the best of online and face-to-face learning: hybrid and blended learning approach for COVID-19, Post Vaccine, & Post-Pandemic World. Journal of Educational Technology Systems, 50(2), 140–171. https://doi.org/10.1177/00472395211047865
46. Sloman, M. (2003). Training in the age of the learner. Chartered ınstitute of personnel and development. CIPD.
47. Stein, J., & Graham, C. R. (2014). Essentials for blended learning a standards-based guide. New York: Routledge.
48. Türker, M. S. (2021). An investigation of the opinions of teachers who teach Turkish as a second/foreign language about blended learning environments. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 10(3), 1049-1069. https://doi.org/10.52826/teke.1000807
49. Turkish Statistical Institute-TURKSTAT (2022). Öğretim yılına göre okul öncesinde net okullaşma oranı, okul, öğrenci, öğretmen ve derslik sayısı. Republic of Türkiye Statistical Institute. https://data.tuik.gov.tr/Kategori/GetKategori?p=egitim-kul-tur-spor-ve-turizm-105&dil=1
50. Uluyol, A. G. Ç., & Karadeniz, Ş. (2009). Bir harmanlanmış öğrenme ortamı örneği, öğrenci başarısı ve görüşleri. Van Yüzüncü Yıl University Journal of the Faculty of Education, 6(1), 60-84. https://dergipark.org.tr/en/pub/yyuefd/issue/13711/165995
51. United Nations Educational Scientific and Cultural Organization-UNESCO (2022). Covid-19 impact on education. UNESCO. https://en.unesco.org/covid19/educationresponse
52. Ünsal, H. (2010). Yeni bir öğrenme yaklaşımı: harmanlanmış öğrenme [A new learning approach: blended learning]. Journal of National Education, 40(185), 130-137. https://dergipark.org.tr/tr/pub/milliegitim/issue/36199/407092
53. Usta, E. & Mahiroğlu, A. (2008). Harmanlanmış öğrenme ve çevrimiçi öğrenme ortamlarının akademik başarı ve doyuma etkisi. Journal of Ahi Evran University Kirsehir Education Faculty, 9(2), 1-15. https://dergipark.org.tr/en/pub/kefad/issue/59525/856022
54. Van de Walle, J., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics. Pearson.
55. Wut, T. M., & Xu, J. (2021). Person-to-person interactions in online classroom settings under the impact of Covid-19: a social presence theory perspective. Asia Pacific Education Review, 22(3), 371-383. https://doi.org/10.1007/s12564-021-09673-1
56. Xie, X., Siau, K., & Nah, F. F. H. (2020). Covid-19 pandemic-online education in the new normal and the next normal. Journal of Information Technology Case and Application Research 22(3), 175–187. https://doi.org/10.1080/15228053.2020.1824884
57. Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin.
58. Yıldırım, İ., & Vural, Ö. F. (2016). Matematik öğretimine entegre edilmiş harmanlanmış öğrenme süreci hakkındaki öğrenci görüşleri. Journal of Ahi Evran University Kırsehir Education Faculty (KEFAD), 17(2), 1-15. https://dergipark.org.tr/en/pub/kefad/issue/59426/853554
59. Yılmaz, Ö. (2018). Fen öğretiminde harmanlanmış öğrenme: avantajlar ve alışkanlıklar. Hitit University Journal of Social Sciences Institute, 11(3), 2111-2121. https://doi.org/10.17218/hititsosbil.439414