THE VIEW OF PROSPECTIVE SOCIAL STUDIES TEACHERS ON BLENDED LEARNING

Yıl 2023, Cilt: 24 Sayı: 1, 185 - 199, 01.01.2023

Sercan Bursa

https://doi.org/10.17718/tojde.1018486

Cited By: 2

Öz

With the effect of technology and the pandemic, different approaches have begun to come to the fore in the understanding of education. Blended learning, which is one of these approaches, is known as the combination of distance education and face-to-face education with the support of educational technologies. It is becoming more widespread. Therefore teachers and prospective teachers are expected to be competent in blended learning. The aim of this study is to determine the views of social studies prospective teachers on blended learning. The data of this study, which was carried out in the basic qualitative research design, were obtained through semi-structured interviews. The data were analyzed inductively using the NVivo12 program. As a result of the research, it is seen that blended learning saves time and enables multidimensional learning. On the other hand, technological inadequacies and reduced socialization are seen as limitations of this approach. They state that there are many tools that can be used in this approach where the responsibilities of teachers and students increase. All of the participants say that they do not have sufficient knowledge about the application process and models of blended learning and they consider their undergraduate education insufficient in this regard. In line with the results of the study, it is recommended to include blended teaching practices in teacher education.

Anahtar Kelimeler

Blended learning, social studies, teacher education, teaching approaches

Kaynakça

• Akgündüz, D., & Akıncıoğlu, O. (2017). The impact of blended learning and social media supported learning on the academic success and motivation of the students in science education. Education in Science, 42(191), 69–90.
• Arifin, A. Z., Ibrahim, S., Medida, V. A., & Purnomo, A. (2019). Zero waste through blended learning based learning for social studies education students in Malang state university. International Conference on Islamic Education (ICIED), 2019 (pp. 311-314.).
• Ashiru, M. A., & Zakari, H. (2020). Effect of blended learning on social studies students’ academic achievement in Zaria education zone Kaduna state Nigeria. Fudma Journal Of Educational Foundations, 3(2), 90-95.
• Atmacasoy, A., & Aksu, M. (2018). Blended learning at pre-service teacher education in Turkey: A systematic review. Education and Information Technologies, 23(6), 2399-2422.
• Bacanak, A., Karamustafaoğlu, O., & Sacit, K. (2003). Yeni bir bakış: Eğitimde teknoloji okuryazarlığı [A new view: Technology literacy in education]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 14(14), 191-196.
• Bates, J. E., Almekdash, H., & Gilchrest-Dunnam, M. J. (2017). The flipped classroom: A brief, brief history. Green, L. S., Banas, J. R., & Perkins, R. A. (Ed.), The flipped college classroom: Conceptualized and re-conceptualized, in (pp. 3-11). Springer.
• Bergmann, J. and Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington, DC: International Society for Technology in Education.
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
• Bursa, S., & Çengelci Köse, T. (2020). The effect of flipped classroom practices on students’ academic achievement and responsibility levels in social studies course. Turkish Online Journal of Distance Education, 21(4), 143-159.
• Christensen, C. M., Horn, M. B., & Staker, H. (2013). Is K-12 blended learning disruptive? An introduction to the theory of hybrids. Clayton Christensen Institute for Disruptive Innovation.
• Duffy, C. M. (2016). The impact of flipped learning on student achievement in an eighth grade earth science classroom. (Doctoral dissertation). Wilkes: Wilkes University.
• Dursunlar, E. (2018). Ters yüz sınıf modelinin 7. sınıf sosyal bilgiler dersi yaşayan demokrasi ünitesinde öğrencilerin akademik başarısına etkisi [The effect of flipped classroom on academic success of seventh social studies grade students about living democracy unit]. (Master’s Dissertation). Erzurum: Atatürk University.
• 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(3), 1-16.
• Erdoğan, E. (2018). Sosyal bilgiler öğretiminde ters yüz edilmiş sınıf modelinin kullanımı [The use of flipped classroom model in social studies teaching]. (Doctoral Dissertation). Ankara: Gazi University.
• Fresen, J. (2007). A taxonomy of factors to promote quality web-supported learning. International Journal on E-Learning, 6(3), 351-362.
• Ganiyu, A.A., & Ojewale, K. A. (2018). Blended learning approach to social studies teaching and learning as a tool of reducing the menace of corruption and materialism among Nigerian youths. Nigerian Journal of Social Studies, 21(1), 258-276.
• Garrison, D., & Vaughan, N. (2008). Blended learning in higher education: Framework, principles and guidelines. San Francisco, CA: John Wiley and Sons.
• Gökdemir, A. (2018). Sosyal bilgiler öğretmeni yetiştirmede ters yüz öğrenme: Bir karma yöntem çalışması [Flipped learning in pre-service social studies teacher education: A mixed-method study]. (Doctoral Dissertation). Afyonkarahisar: Afyon Kocatepe University.
• Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. C. J. Bonk, & C. R. Graham (Ed.). Handbook of blended learning: Global perspectives, local designs in (pp. 3–21). San Francisco, CA: Pfeiffer Publishing.
• Graham, C. R., Borup, J., Short, C., & Archambault, L. (2019). K–12 blended teaching: A guide to personalized learning and online integration. Creative Commons CC BY SA.
• Hensley, N. (2020). Teacher perceptions of blended learning to support 21 st century learners. (Doctoral Dissertation). East Tennessee State University.
• Horn, M. B., & Staker, H. (2015). Blended: Using disruptive innovation to improve schools. John Wiley & Sons.
• Horton, W. K. (2000). Designing web-based training: How to teach anyone anything anywhere anytime. New York, NY: Wiley.
• John, P. D. (2006). Lesson planning and the student teacher: Re-thinking the dominant model. Journal of Curriculum Studies, 38(4), 483–498.
• Karaman, B. (2018). Ters yüz sınıf modelinin sosyal bilgiler 7. sınıf yaşayan demokrasi ünitesinde uygulanması [The usage of the flipped classroom model in the 'Living democracy' unit of the social studies course in the 7th grade]. (Master’s’s Dissertation). Aydın: Adnan Menderes University.
• Kieschnick, W. (2017). Bold school: Old school wisdom + new school technologies = blended learning that works. International Center for Leadership in Education, Inc.
• Marsh, D. (2012). Blended learning creating learning opportunities for language learners. New York: Cambridge University Press.
• Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
• Mings, A. (2018). The impact of a blended learning rotational model on student achievement in an eighth-grade social studies class. (Doctoral Dissertation). University of South Carolina.
• Naidoo, J., & Singh-Pillay, A. (2020). Teachers’ perceptions of using the blended learning approach for stem-related subjects within the fourth industrial revolution. Journal of Baltic Science Education, 19(4), 583-593.
• Nayci, Ö. (2017). Sosyal bilgiler öğretiminde ters yüz sınıf modeli uygulamasının değerlendirilmesi [The evaluation of implementation of flipped class model in the teaching of social studies]. (Doctoral dissertation). Ankara: Ankara University.
• 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.
• Raymond, S. C. (2019). High school teacher perceptions of blended learning. (Doctoral dissertation). Walden University.
• Rinehardt-Cline, M. (2018). The effects of blended learning on student achievement, interaction levels, and online readiness skills in the high school social studies classroom. (Doctoral dissertation). Charlotte, NC: University of North Carolina.
• Saeed, N. (2020). Teachers’ perceptions on the use of the blended learning. (Doctoral dissertation). Houston Baptist University.
• Sarıtepeci, M. (2012). İlköğretim 7. sınıf sosyal bilgiler dersinde harmanlanmış öğrenme ortamlarının öğrencilerin derse katılımına, akademik başarısına, derse karşı tutumuna ve motivasyonuna etkisi [The effect of blended learning environment on students' engagement, academic achivement, attitude and motivation to the course of social studies in seventh grade in primary education]. (Master’s dissertation). Ankara: Gazi University.
• Sethy, S. S. (2008). Distance education in the age of globalization: An overwhelming desire towards blended learning. Turkish Online Journal of Distance Education, 9(3), 29-44.
• Sorbie, J. (2015). Exploring teacher perceptions of blended learning. (Doctoral dissertation). Walden University.
• Söğüt, M. (2019). Sosyal Bilgiler 5. sınıf etkin vatandaşlık öğrenme alanının ters-yüz sınıf modeline göre işlenmesinin öğrencilerin akademik başarıya etkisi [The effect of the 5th grade active citizenship learnin domain according to the reverse-face class model on students' academic achievement]. (Master’s dissertation). Ağrı İbrahim Çeçen University.
• Şahin, İ. (2021). Ters yüz sınıf uygulamalarının 6. sınıf öğrencilerinin sosyal bilgiler dersindeki akademik başarı ve tutumlarına etkisi [The effect of flipped classroom model application on academic achievements and attitudes of secondary school sixth-grade students towards social studies courses]. (Master’s dissertation). Nevşehir Hacı Bektaş Veli University.
• Şahin, Ş. (2020). Ters yüz sınıf modeli uygulamalarının, ortaokul yedinci sınıf öğrencilerinin sosyal bilgiler derslerine yönelik akademik başarılarına ve tutumlarına etkisi [The effect of flipped classroom model applications on academic achievements and attitude of secondary school seventh-grade students towards social studies courses]. (Master’s dissertation). Sakarya University.
• Şerefli, B. (2020). Sosyal bilgiler öğretiminde ters yüz edilmiş sınıf modeli: Akademik başarıya, tutuma etkisi ve öğrenci görüşleri [Flipped clasroom model in social studies education: Effect on academic achievement, attitudes and views of student]. (Master’s dissertation). Ankara: Gazi University.
• The Council of Higher Education (2018). Sosyal bilgiler öğretmenliği lisans programı [Social studies teaching undergraduate program]. Ankara.
• Uzun, E. (2019). Ters yüz sınıf modelinin 7. sınıf sosyal bilgiler dersi üretim dağıtım ve tüketim ünitesinde uygulanmasının akademik başarıya etkisinin incelenmesi [The investigation of the effect of the application of flipped classroom on 7th class social studies in the production distribution and consumption unit on academic achievement]. (Master’s dissertation). Aksaray University.
• Wilson, D., & Smilanich, E. M. (2005). The other blended learning: A classroom-centered approach. San Francisco: John Wiley & Sons.
• Winter, J. W. (2016). Flipped learning in a middle school classroom: Analysis of the individual and group learning spaces. (Doctoral dissertation). Honolulu: University of Hawaii at Manoa.
• Yayi, T. O., Yusuf, A., & Jarimi, M. M. (2018). Effectiveness of blended learning on the ability level of upper-basic students in social studies in Ogbomoso Nigeria. International Journal of Innovative Technology Integration in Education, 2(1), 41-47.
• Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin
• Yıldız, B. (2011). Harmanlanmış öğrenme ortamlarının ilköğretim 7. sınıf Sosyal Bilgiler dersindeki akademik başarıya etkisi [The effect of the academic succes on the social information lesson in the pre school 7th class with blended learning enviroment]. (Master’s dissertation). Manisa: Celal Bayar University.
• Yılmaz, Ö., & Malone, K. L. (2020). Preservice teachers perceptions about the use of blended learning in a science education methods course. Smart Learning Environments, 7(1), 1-21.