Digital Transformation in Science Education: Teachers' Self-Efficacy of Distance Learning and Blended Learning Experiences

Hasret Nuhoğlu; D. Bahar Şahin Sarkın; Sevim Aşiroğlu

doi:10.17275/per.24.38.11.3

EN

Digital Transformation in Science Education: Teachers' Self-Efficacy of Distance Learning and Blended Learning Experiences

Abstract

Blended learning emerges as an indispensable tool for pioneering science education practices in the 21st century. Studies underscore the efficacy of blended learning applications in science education, particularly in enhancing learners' computer proficiency, fostering positive attitudes and motivation towards science courses, and surmounting learning hurdles. This study aims to assess the levels of self-efficacy among science teachers for blended education within the context of the digital transformation process. It also seeks to investigate the predictive capacity of various factors and analyze teachers' experiences with blended learning. The research adopts a mixed-method approach, integrating both qualitative and quantitative research methodologies. Quantitatively, the study utilizes the "Self‐Efficacy Perception of Distance Education Scale" to gauge science teachers' self-efficacy perceptions about distance education. The quantitative segment encompasses a sample of 175 science teachers. On the other hand, for the qualitative aspect, 26 teachers' experiences were examined through an “Open-Ended Question Form” to gain nuanced insights. The results of the quantitative analysis demonstrated that science educators displayed a heightened level of perceived self-efficacy in the domain of distance education. The influencing factors identified included gender, seniority, school type, class size, and usage of laboratory facilities. The qualitative findings indicated that science teachers' engagement with blended learning was characterized by both positive and negative sentiments. These experiences were further categorized into subgroups of positive and negative encounters.

Keywords

Blended learning, Blended learning experience, Self-efficacy towards distance education, Science education

Ethical Statement

This study strictly adhered to the ethical guidelines stipulated in the "Directive on Scientific Research and Publication Ethics of Higher Education Institutions". No activities inconsistent with the ethical standards of scientific research and publication were undertaken. Prior to the commencement of the study, approval was obtained from the University Ethics Committee. The approval was granted on October 6, 2022, during the 2022/24 meeting, under decision number 2022/24-10.

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Details

Primary Language

English

Subjects

Specialist Studies in Education (Other)

Journal Section

Research Article

Authors

Hasret Nuhoğlu ^*
0000-0002-9985-4203
Türkiye

D. Bahar Şahin Sarkın
0000-0002-1155-6114
Türkiye

Sevim Aşiroğlu
0000-0002-6528-4177
Türkiye

Early Pub Date

May 7, 2024

Publication Date

May 2, 2024

Submission Date

February 20, 2024

Acceptance Date

April 20, 2024

Published in Issue

Year 2024 Volume: 11 Number: 3

DOI

https://doi.org/10.17275/per.24.38.11.3

IZ

https://izlik.org/JA88DB44TU

APA

Nuhoğlu, H., Şahin Sarkın, D. B., & Aşiroğlu, S. (2024). Digital Transformation in Science Education: Teachers’ Self-Efficacy of Distance Learning and Blended Learning Experiences. Participatory Educational Research, 11(3), 126-145. https://doi.org/10.17275/per.24.38.11.3

AMA

1.Nuhoğlu H, Şahin Sarkın DB, Aşiroğlu S. Digital Transformation in Science Education: Teachers’ Self-Efficacy of Distance Learning and Blended Learning Experiences. PER. 2024;11(3):126-145. doi:10.17275/per.24.38.11.3

Chicago

Nuhoğlu, Hasret, D. Bahar Şahin Sarkın, and Sevim Aşiroğlu. 2024. “Digital Transformation in Science Education: Teachers’ Self-Efficacy of Distance Learning and Blended Learning Experiences”. Participatory Educational Research 11 (3): 126-45. https://doi.org/10.17275/per.24.38.11.3.

EndNote

Nuhoğlu H, Şahin Sarkın DB, Aşiroğlu S (May 1, 2024) Digital Transformation in Science Education: Teachers’ Self-Efficacy of Distance Learning and Blended Learning Experiences. Participatory Educational Research 11 3 126–145.

IEEE

[1]H. Nuhoğlu, D. B. Şahin Sarkın, and S. Aşiroğlu, “Digital Transformation in Science Education: Teachers’ Self-Efficacy of Distance Learning and Blended Learning Experiences”, PER, vol. 11, no. 3, pp. 126–145, May 2024, doi: 10.17275/per.24.38.11.3.

ISNAD

Nuhoğlu, Hasret - Şahin Sarkın, D. Bahar - Aşiroğlu, Sevim. “Digital Transformation in Science Education: Teachers’ Self-Efficacy of Distance Learning and Blended Learning Experiences”. Participatory Educational Research 11/3 (May 1, 2024): 126-145. https://doi.org/10.17275/per.24.38.11.3.

JAMA

1.Nuhoğlu H, Şahin Sarkın DB, Aşiroğlu S. Digital Transformation in Science Education: Teachers’ Self-Efficacy of Distance Learning and Blended Learning Experiences. PER. 2024;11:126–145.

MLA

Nuhoğlu, Hasret, et al. “Digital Transformation in Science Education: Teachers’ Self-Efficacy of Distance Learning and Blended Learning Experiences”. Participatory Educational Research, vol. 11, no. 3, May 2024, pp. 126-45, doi:10.17275/per.24.38.11.3.

Vancouver

1.Hasret Nuhoğlu, D. Bahar Şahin Sarkın, Sevim Aşiroğlu. Digital Transformation in Science Education: Teachers’ Self-Efficacy of Distance Learning and Blended Learning Experiences. PER. 2024 May 1;11(3):126-45. doi:10.17275/per.24.38.11.3