Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2016, , 774 - 784, 01.07.2016
https://doi.org/10.24289/ijsser.279022

Öz

Kaynakça

  • Abrahamson, C. E. (1998). Issues in interactive communication in distance education. College Student Journal, 32(1), 33 – 43.
  • Adas, D., & Bakir, A. (2013). Writing difficulties and new solutions: Blended learning as an approach to improving writing abilities. International Journal of Humanities and Social Science, 3(9), 254-266.
  • 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.
  • Al-Zumor, A. W. Q., Al-Refaai, I. K., Badereddin, E. A., & Al-Rahman, F. H. A. (2013). EFL Students’ Perceptions of a Blended Learning Environment: Advantages, Limitations and Suggestions for Improvement. English Language Teaching, 6(10), 95-110.
  • Allan, B. (2007). Blended learning: Tools for teaching and training. London: Facet.
  • Ayres, R. (2002). Learner attitudes towards the use of CALL. Computer Assisted Language Learning, 15(3), 241–249.
  • Bonk, C., & Graham, C. (2006). The handbook of blended learning: Global perspectives, local designs. San Francisco: Pfeiffer.
  • Brew, L. S. (2008). The role of student feedback in evaluating and revising a blended learning course. Internet and Higher Education, 11, 98-105.
  • Bueno-Alastuey, M. C., & López-Pérez, M. V. (2014). Evaluation of a blended learning language course: students’ perceptions of appropriateness for the development of skills and language areas. Computer Assisted Language Learning, 27(6), 509-527.
  • Byrne, T. (2007). Marrying two existing software packages into an efficient online tutoring tool. Computer Assisted Language Learning, 20(5), 459–468.
  • Chen, C.C., & Jones, 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).
  • Cohen, L., Manion, L. and Morrison, K. (2007). Research Methods in Education (6th Ed.). London: Routledge.
  • Deghaidy, H. E., & Nouby, A. (2008). Effectiveness of a blended e-learning cooperative approach in an Egyptian teacher education program. Computers & Education, 51, 988–1006.
  • Delialioğlu, O., & Yıldırım, Z. (2007). Students’ Perceptions on Effective Dimensions of Interactive Learning in a Blended Learning Environment. Educational Technology & Society, 10(2), 133-146.
  • Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University.
  • Hara, N., & Kling, R. (2000). Students’ distress with a web-based distance education course: An ethnographic study of participants’ experiences. Information, Communication and Society, 3(4), 557-579.
  • Heinich, R., Molenda, M., Russell, J. D., & Smaldino, S. E. (2002). Instructional media and technologies for learning (7th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
  • Heinze, A., & Procter, C. (2004). Reflections on the use of blended learning. Education in a Changing Environment Conference Proceedings, University of Salford. Salford: Education Development Unit.
  • Hisham D., Che Su M., & Hasan A. B. (2006). Moving forward with blended learning (BL) as a pedagogical alternative to traditional classroom learning. Malaysian Online Journal of Instructional Technology (MOJIT), 3(1), 11–18.
  • Kistow, B. (2011). Blended learning in higher education: A study of a graduate school of business, Trinidad and Tobago. Caribbean Teaching Scholar, 1(2), 115-128.
  • Kothari, C. R. (2004). Research Methodology: Methods and Techniques (2nd Ed.). New Delhi: New Age International limited.
  • Lee, K. C., & Chong, P. M. (2007). An observational study on blended learning for Japanese language studies. In Fong, J., & Wang, F. L. (Eds.), Blended learning (pp. 88–100). Edinburgh, Scotland: Pearson.
  • Lim, D. H., Morris, M. L., & Kupritz, V. W. (2006). Online vs. blended learning: differences in instructional outcomes and learner satisfaction. Online Submission, 39(1), 809-816.
  • Marino, T. A. (2000). Learning Online: A view from both sides. The National Teaching & Learning Forum, 9(4), 4 – 6.
  • Moore, M. G., & Kearsley G. (2012). Distance education: A systems view of online learning. Technologies and media (3rd ed.). Belmont, CA: Wadsworth.
  • Osguthorpe, R. T., & Graham, C. R. (2003). Blended learning environments: Definitions anddirections. The Quarterly Review of Distance Education, 4(3), 227-233.
  • Pallof, R., & Pratt, K. (2003). The Virtual Student: A Profile and Guide to Working with Online Learners. San Francisco, CA: Josey-Bass Publishers.
  • Procter, C. (2003). Blended Learning in Practice, in Inaugural Education in a Changing Environment Conference. University of Salford, Salford.
  • Redmond, P. (2011). From face-to-face teaching to online teaching: Pedagogical transitions. In G. Williams, P. Statham, N. Brown & B. Cleland (Eds.), Changing Demands, Changing Directions.Proceedings ascilite Hobart 2011. (pp.1050-1060).
  • Rogers, P. L. (2001). Traditions to Transformations: The Forced Evolution of Higher Education, in Educational Technology Review, 9(1).
  • Rooney, J. E. (2003). Blending learning opportunities to enhance educational programming and meetings. Association Managment, 55(5), 26-32.
  • Rovai, A., & Jordan, H. (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).
  • Sarason, Y., & Banbury, C. (2004). Active learning facilitated by using a game-show format or who doesn’t.Journal of Management Education, 28(4), 509-518.
  • Smart, K. L., & Cappel, J. J. (2006). Students’ perceptions of online learning: A comparative study. Journal of Information Technology Education, 5.
  • Stewart, J. (2002). A blended e-learning approach to intercultural training. Industrial and Commercial Training, 34(7), 269-271.

Turkish EFL students’ perceptions about blended English courses in a teacher education program

Yıl 2016, , 774 - 784, 01.07.2016
https://doi.org/10.24289/ijsser.279022

Öz

The aim of this study was to investigate English Language Teaching (ELT) students’ perceptions about blended learning on the improvement of language skills. The study also found out the students’ opinions about the advantages and the limitations of blended learning, and gathered the suggestions for the improvement of the blended learning experience. Quantitative research methodology was used in the study. The data was collected through blended learning perceptions questionnaire. The sample consisted of 101 Turkish ELT students selected by random stratified sampling.  The results showed that students mostly had positive attitudes towards blended courses and they found these courses advantageous and beneficial for improving language skills. They reported that blended learning improved their vocabulary and listening at most. The use of multimedia was thought to be one of the greatest advantages of the blended learning. The connection problem was found out to be the biggest limitation faced by the students. Finally, the participants suggested more technical support to be provided during blended courses. 

Kaynakça

  • Abrahamson, C. E. (1998). Issues in interactive communication in distance education. College Student Journal, 32(1), 33 – 43.
  • Adas, D., & Bakir, A. (2013). Writing difficulties and new solutions: Blended learning as an approach to improving writing abilities. International Journal of Humanities and Social Science, 3(9), 254-266.
  • 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.
  • Al-Zumor, A. W. Q., Al-Refaai, I. K., Badereddin, E. A., & Al-Rahman, F. H. A. (2013). EFL Students’ Perceptions of a Blended Learning Environment: Advantages, Limitations and Suggestions for Improvement. English Language Teaching, 6(10), 95-110.
  • Allan, B. (2007). Blended learning: Tools for teaching and training. London: Facet.
  • Ayres, R. (2002). Learner attitudes towards the use of CALL. Computer Assisted Language Learning, 15(3), 241–249.
  • Bonk, C., & Graham, C. (2006). The handbook of blended learning: Global perspectives, local designs. San Francisco: Pfeiffer.
  • Brew, L. S. (2008). The role of student feedback in evaluating and revising a blended learning course. Internet and Higher Education, 11, 98-105.
  • Bueno-Alastuey, M. C., & López-Pérez, M. V. (2014). Evaluation of a blended learning language course: students’ perceptions of appropriateness for the development of skills and language areas. Computer Assisted Language Learning, 27(6), 509-527.
  • Byrne, T. (2007). Marrying two existing software packages into an efficient online tutoring tool. Computer Assisted Language Learning, 20(5), 459–468.
  • Chen, C.C., & Jones, 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).
  • Cohen, L., Manion, L. and Morrison, K. (2007). Research Methods in Education (6th Ed.). London: Routledge.
  • Deghaidy, H. E., & Nouby, A. (2008). Effectiveness of a blended e-learning cooperative approach in an Egyptian teacher education program. Computers & Education, 51, 988–1006.
  • Delialioğlu, O., & Yıldırım, Z. (2007). Students’ Perceptions on Effective Dimensions of Interactive Learning in a Blended Learning Environment. Educational Technology & Society, 10(2), 133-146.
  • Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University.
  • Hara, N., & Kling, R. (2000). Students’ distress with a web-based distance education course: An ethnographic study of participants’ experiences. Information, Communication and Society, 3(4), 557-579.
  • Heinich, R., Molenda, M., Russell, J. D., & Smaldino, S. E. (2002). Instructional media and technologies for learning (7th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
  • Heinze, A., & Procter, C. (2004). Reflections on the use of blended learning. Education in a Changing Environment Conference Proceedings, University of Salford. Salford: Education Development Unit.
  • Hisham D., Che Su M., & Hasan A. B. (2006). Moving forward with blended learning (BL) as a pedagogical alternative to traditional classroom learning. Malaysian Online Journal of Instructional Technology (MOJIT), 3(1), 11–18.
  • Kistow, B. (2011). Blended learning in higher education: A study of a graduate school of business, Trinidad and Tobago. Caribbean Teaching Scholar, 1(2), 115-128.
  • Kothari, C. R. (2004). Research Methodology: Methods and Techniques (2nd Ed.). New Delhi: New Age International limited.
  • Lee, K. C., & Chong, P. M. (2007). An observational study on blended learning for Japanese language studies. In Fong, J., & Wang, F. L. (Eds.), Blended learning (pp. 88–100). Edinburgh, Scotland: Pearson.
  • Lim, D. H., Morris, M. L., & Kupritz, V. W. (2006). Online vs. blended learning: differences in instructional outcomes and learner satisfaction. Online Submission, 39(1), 809-816.
  • Marino, T. A. (2000). Learning Online: A view from both sides. The National Teaching & Learning Forum, 9(4), 4 – 6.
  • Moore, M. G., & Kearsley G. (2012). Distance education: A systems view of online learning. Technologies and media (3rd ed.). Belmont, CA: Wadsworth.
  • Osguthorpe, R. T., & Graham, C. R. (2003). Blended learning environments: Definitions anddirections. The Quarterly Review of Distance Education, 4(3), 227-233.
  • Pallof, R., & Pratt, K. (2003). The Virtual Student: A Profile and Guide to Working with Online Learners. San Francisco, CA: Josey-Bass Publishers.
  • Procter, C. (2003). Blended Learning in Practice, in Inaugural Education in a Changing Environment Conference. University of Salford, Salford.
  • Redmond, P. (2011). From face-to-face teaching to online teaching: Pedagogical transitions. In G. Williams, P. Statham, N. Brown & B. Cleland (Eds.), Changing Demands, Changing Directions.Proceedings ascilite Hobart 2011. (pp.1050-1060).
  • Rogers, P. L. (2001). Traditions to Transformations: The Forced Evolution of Higher Education, in Educational Technology Review, 9(1).
  • Rooney, J. E. (2003). Blending learning opportunities to enhance educational programming and meetings. Association Managment, 55(5), 26-32.
  • Rovai, A., & Jordan, H. (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).
  • Sarason, Y., & Banbury, C. (2004). Active learning facilitated by using a game-show format or who doesn’t.Journal of Management Education, 28(4), 509-518.
  • Smart, K. L., & Cappel, J. J. (2006). Students’ perceptions of online learning: A comparative study. Journal of Information Technology Education, 5.
  • Stewart, J. (2002). A blended e-learning approach to intercultural training. Industrial and Commercial Training, 34(7), 269-271.
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Rabia Hos Bu kişi benim

Hatice Yagci Bu kişi benim

Halil Ibrahim Cinarbas Bu kişi benim

Yayımlanma Tarihi 1 Temmuz 2016
Yayımlandığı Sayı Yıl 2016

Kaynak Göster

APA Hos, R., Yagci, H., & Cinarbas, H. I. (2016). Turkish EFL students’ perceptions about blended English courses in a teacher education program. International Journal of Social Sciences and Education Research, 2(3), 774-784. https://doi.org/10.24289/ijsser.279022
AMA Hos R, Yagci H, Cinarbas HI. Turkish EFL students’ perceptions about blended English courses in a teacher education program. International Journal of Social Sciences and Education Research. Nisan 2016;2(3):774-784. doi:10.24289/ijsser.279022
Chicago Hos, Rabia, Hatice Yagci, ve Halil Ibrahim Cinarbas. “Turkish EFL students’ Perceptions about Blended English Courses in a Teacher Education Program”. International Journal of Social Sciences and Education Research 2, sy. 3 (Nisan 2016): 774-84. https://doi.org/10.24289/ijsser.279022.
EndNote Hos R, Yagci H, Cinarbas HI (01 Nisan 2016) Turkish EFL students’ perceptions about blended English courses in a teacher education program. International Journal of Social Sciences and Education Research 2 3 774–784.
IEEE R. Hos, H. Yagci, ve H. I. Cinarbas, “Turkish EFL students’ perceptions about blended English courses in a teacher education program”, International Journal of Social Sciences and Education Research, c. 2, sy. 3, ss. 774–784, 2016, doi: 10.24289/ijsser.279022.
ISNAD Hos, Rabia vd. “Turkish EFL students’ Perceptions about Blended English Courses in a Teacher Education Program”. International Journal of Social Sciences and Education Research 2/3 (Nisan 2016), 774-784. https://doi.org/10.24289/ijsser.279022.
JAMA Hos R, Yagci H, Cinarbas HI. Turkish EFL students’ perceptions about blended English courses in a teacher education program. International Journal of Social Sciences and Education Research. 2016;2:774–784.
MLA Hos, Rabia vd. “Turkish EFL students’ Perceptions about Blended English Courses in a Teacher Education Program”. International Journal of Social Sciences and Education Research, c. 2, sy. 3, 2016, ss. 774-8, doi:10.24289/ijsser.279022.
Vancouver Hos R, Yagci H, Cinarbas HI. Turkish EFL students’ perceptions about blended English courses in a teacher education program. International Journal of Social Sciences and Education Research. 2016;2(3):774-8.

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