The Effects of a Cloud-Based Blended Learning Environment on Students' Achievement, Persistence and Cognitive Load
Öz
Purpose: The aim of this study was to examine the effect of cloud-based blended learning environments on the achievement,
persistency, and cognitive load of vocational high school students. Moreover, the study aimed to determine the students’
opinions on the effectiveness of the blended learning environments they used.
Design/Methodology/Approach: 6-week implementation was conducted using MoodleCloud, through a course created with
content prepared to be in line with multimedia design principles.The study group consisted of 33 individuals in total, with 17
students in the experimental group and 16 in the control group. The research model applied in the study was semiexperimental, with data collection tools consisting of an Achievement Test, a Practice Exam, a Scale for Measuring the
Effectiveness of Blended Learning Environments, and a Cognitive Load Scale. During analysis of the collected data, t-test,
ANCOVA, Mann-Whitney U test, Pearson Correlation Coefficient, and descriptive statistics were used.
Findings: The findings of the study concluded that students in the Experimental Group achieved significantly higher scores in
the Achievement Test and Practice Exam than those in the Control Group. On the other hand, there was no significant
difference found to exist between the two groups in terms of the Persistency Test. Regarding their cognitive load scores, a
significant difference was found to exist between the students who studied within a blended learning environment and those
who studied in a face-to-face learning environment, but this was only for Week 5 of the implementation, whereas there were
no significant differences found for any of the other weeks. Moreover, it was concluded that there was no significant
correlation found between the cognitive load and the success of the students. In addition, it was notable that the students held
more positive views about the blended learning environment over the other environments.
Highlights: it may be said that the education applied within the cloud-based blended learning environment had a positive
effect on the students’ academic success. The significant difference revealed in Week 5 may suggest that the cognitive load of
students may decrease when the implementation time is extended.
Anahtar Kelimeler
MoodleCloud, Cloud Computing, Learning Management System, Blended Learning
Kaynakça
- Acar, A. (2014). Moodle ile Harmanlanmış İngilizce Eğitimi. (Doktora Tezi). YÖK Tez Merkezi veri tabanından alınmıştır. (Tez No. 363319)
- Akbulut, Y. (2017). Bilişsel Yük Kuramı ve Çoklu Ortam Tasarımı. Ö. Ö., Dursun ve F. Odabaşı (Eds.), Çoklu Ortam Tasarımı (ss.37-55). Ankara: Pegem Akademi.
- Aksoğan, M. (2011). Harmanlanmış Öğrenmenin Öğrencilerin Akademik Başarısına ve Öğrenmedeki Kalıcılığa Etkisi. (Yüksek Lisans Tezi). YÖK Tez Merkezi veri tabanından alınmıştır. (Tez No:289685)
- Altıparmak, M., Kurt, İ. D., ve Kapıdere, M. (2011). E-Öğrenme ve Uzaktan Eğitimde Açık Kaynak Kodlu Öğrenme Yönetim Sistemleri. XI. Akademik Bilişim Kongresi (ss.319-327). Erişim adresi: https://ab.org.tr/ab11/kitap/altiparmak_kurt_AB11.pdf
- Aydemir, S. (2012). Harmanlanmış Öğrenme Ortamının Fen Bilgisi Öğretmen Adaylarının Bilimin Doğası ve Bilimsel Araştırmayı Anlamaları Üzerine Etkisi. (Yüksek Lisans Tezi). YÖK Tez Merkezi veri tabanından alınmıştır. (Tez No. 323377)
- Aydın, C, Biroğul, S. (2008). E- Öğrenmede Açık Kaynak Kodlu Öğretim Yönetim Sistemleri ve Moodle. Bilişim Teknolojileri Dergisi, 1(2), 31-36. Erişim adresi: https://dergipark.org.tr/tr/pub/gazibtd/issue/6613/87871
- Baimurzayev, B. (2016). Bulut Tabanlı Moodle Öğrenme Yönetim Sisteminin Öğrenci Arayüzünün Kullanılabilirlik Analizi. (Yüksek Lisans Tezi). Erişim adresi: http://www.acikarsiv.gazi.edu.tr/
- Batdı, V. (2014). Harmanlanmış Öğrenme Ortamlarının Öğrencilerin Akademik Başarılarına Etkisi: Bir Meta-Analiz Çalışması. Çankırı Karatekin Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(1), 287-302. Erişim adresi: https://dergipark.org.tr/en/pub/jiss/issue/25892/272867
- Bonk, C. J., & Graham, C. R. (2004). The handbook of blended learning: Global perspectives, local designs. San Francisco: John Wiley & Sons.
- Büyüköztürk, Ş. (2018). Sosyal Bilimler İçin Veri Analizi El Kitabı. Ankara: Pegem Yayınları.