Programlama ve STEM Konularında Harmanlanmış Öğrenme Üzerine Yapılan Araştırmaların Bibliyometrik Analizi

Öz

Bu çalışmada, arduino, kodlama, programlama ve STEM alanındaki uygulamaların harmanlanmış öğrenme ortamlarında ele alınışı üzerine yazarlar, atıflar, kurumlar, dergiler temelinde bir bibliyometrik analiz yapılmıştır. Web of Science (WoS) veri tabanından alınan veriler, 2021-2025 yılları arasında yayınlanmış ve SSCI, SCI-E ile ESCI dizinlerindeki 993 makaleyi kapsamaktadır. Verilerin analizi için VOSviewer yazılımı kullanılmış; yıllara göre yayınlanan makale sayısı, anahtar kelime eş oluşumu, yazar işbirliği ağları, ortak atıf ilişkileri, dergilerin ve kurumların atıf örüntüleri incelenmiştir. Bulgular, en çok geçen anahtar kelimelerin “harmanlanmış öğretim”, “yüksek öğretim” ve “online öğretim” olduğunu göstermiştir. Ortak yazarlık ağı analizinde Lakhal S. ve Heilporn G. ön plana çıkmıştır. Birlikte atıf alan yazarlara bakıldığında Garrison D.R., Graham C.R. ve Creswell J.W. isimli yazarların yüksek bağlantı gücü ve atıf sayısı ile alandaki çalışmalarda temel referans kabul edildikleri görülmüştür. Alanda en çok öne çıkan dergiler ise “Education Sciences” ve” Education and Information Technologies” dir. WoS verilerine göre bu alanda en fazla yayın yapan kurumlar Open University, Purdue University ve Education University of Hong Kong’dur.

Anahtar Kelimeler

• Harmanlanmış Öğrenme
• Arduino
• Programlama
• STEM
• Bibliyometrik Analiz

A Bibliometric Analysis of Research on Blended Learning in Programming And STEM Education

Öz

In this study, a bibliometric analysis was conducted on the literature regarding the implementation of Arduino, coding, programming, and STEM applications in blended learning environments. The data were retrieved from the Web of Science (WoS) database and include 993 articles published between 2021 and 2025, indexed in SSCI, SCI-E, and ESCI. The analysis was carried out using VOSviewer software. The number of publications per year, keyword co-occurrence, author collaboration networks, co-citation relationships, and citation patterns of journals and institutions were examined. The findings revealed that the most frequently occurring keywords were “blended learning,” “higher education,” and “online learning.” In the co-authorship network analysis, Lakhal S. and Heilporn G. emerged as prominent contributors. Regarding co-cited authors, Garrison D.R., Graham C.R., and Creswell J.W. were identified as key references in the field due to their strong connection strength and high citation counts. The most prominent journals in the field were found to be Education Sciences and Education and Information Technologies. According to the WoS data, the institutions with the highest number of publications in this area are the Open University, Purdue University, and the Education University of Hong Kong.

Anahtar Kelimeler

• Blended Learning
• Arduino
• Programming
• STEM
• Bibliometric Analysis

Kaynakça

1. Abdul Hamed, A. S., Wong, S. L., Md Khambari, M. N., Abd Rahim, N. A., Khalid, F. ve Moses, P. (2025). A bibliometric analysis of computational thinking skills: definition, components and assessment tools. Research & Practice in Technology Enhanced Learning, 20.
2. Alam, T. M., Stoica, G. A., Sharma, K. ve Özgöbek, Ö. (2025, February). Digital technologies in the classrooms in the last decade (2014–2023): A bibliometric analysis. In Frontiers in Education (Vol. 10, p. 1533588). Frontiers Media SA.
3. Alammary, A. (2019). Blended learning models for introductory programming courses: A systematic review. PloS one, 14(9), e0221765.
4. Albrecht, E., Gumz, F. ve Grabowski, J. (2018, Haziran). Experiences in introducing blended learning in an introductory programming course. In Proceedings of the 3rd European Conference of Software Engineering Education (pp. 93-101).
5. Amarathunga, B. (2025). Blended learning trends and future directions: a systematic literature review and bibliometric analysis. The International Journal of Information and Learning Technology, 42(2), 147-164.
6. Bozkurt, A. (2022). A retro perspective on blended/hybrid learning: Systematic review, mapping and visualization of the scholarly landscape. Journal of Interactive Media in Education, 2022(1).
7. Creswell, J. W. ve Creswell, J. D. (2014). Research desing: qualitative, quantitative and mixed methods approaches (Vol. 54). United State of America: Sage Publications.
8. Demaidi, M. N., Qamhieh, M. ve Afeefi, A. (2019). Applying blended learning in programming courses. IEEE Access, 7, 156824-156833.

9. Deperlioglu, O. ve Kose, U. (2013). The effectiveness and experiences of blended learning approaches to computer programming education. Computer Applications in Engineering Education, 21(2), 328-342.
10. Djenic, S., Krneta, R. ve Mitic, J. (2010). Blended learning of programming in the internet age. IEEE transactions on Education, 54(2), 247-254.
11. Donthu, N., Kumar, S., Mukherjee, D., Pandey, N. ve Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of business research, 133, 285-296. https://doi.org/10.1016/j.jbusres.2021.04.070
12. Ellegaard, O. ve Wallin, J. A. (2015). The bibliometric analysis of scholarly production: How great is the impact?. Scientometrics, 105(3), 1809-1831.
13. Garrison, D. R. (2016). E-learning in the 21st century: A community of inquiry framework for research and practice. Routledge.
14. Graham, C. R. (2006). Blended learning systems. The handbook of blended learning: Global perspectives, local designs, 1, 3-21.
15. Graham, C. R., Danaa, G., Purevsuren, T., Martínez, A., Spricigo, C. B., Camilotti, B. M. ve Batsukh, T. (2023). Digital Learning Transformation in Higher Education: International Cases of University Efforts to Evaluate and Improve Blended Teaching Readiness. Education Sciences, 13(11), 1143. https://doi.org/10.3390/educsci13111143
16. Hadjerrouit, S. (2008). Towards a blended learning model for teaching and learning computer programming: A case study. Informatics in Education-An International Journal, 7(2), 181-210.
17. Hammouti, B., Aichouch, I., Kachbou, Y., Azzaoui, K. ve Touzani, R. (2025). Bibliometric analysis of global research trends on UMI using Scopus database and VOS viewer from 1987–2024. J. Mater. Environ. Sci, 16(4), 548-561.
18. Hebebcı, M. T. ve Ozer, N. (2023). Blended learning in higher education: a bibliometric analysis. Turkish Online Journal of Distance Education, 24(3), 93-116.
19. Heilporn, G., Lakhal, S. ve Bélisle, M. (2024). Blended online courses: students’ learning experiences and engaging instructional strategies. Pedagogies: An International Journal, 19(2), 233-256.
20. Hrastinski, S. (2019). What do we mean by blended learning?. TechTrends, 63(5), 564-569.
21. Horn, M. B. ve Staker, H. (2014). Blended: Using disruptive innovation to improve schools. John Wiley & Sons.
22. Kachbou, Y., Alaoui, M. M., Aichouch, I., Azzaoui, K., Touzani, R. ve Hammouti, B. (2025). Bibliometric analysis of global research trends on UIZ using Scopus database and VOS viewer from 1989–2024. J. Mater. Environ. Sci., 16 (5), 849, 865, 1988-2024.
23. Lazarides, M. K., Lazaridou, I. Z. ve Papanas, N. (2023). Bibliometric analysis: bridging informatics with science. The international journal of lower extremity wounds, 15347346231153538.
24. Lazarinis, F., Karachristos, C. V., Stavropoulos, E. C. ve Verykios, V. S. (2019). A blended learning course for playfully teaching programming concepts to school teachers. Education and information technologies, 24(2), 1237-1249.
25. Lin, Y. ve Yu, Z. (2025). An integrated bibliometric analysis and systematic review modelling students’ technostress in higher education. Behaviour & Information Technology, 44(4), 631-655.
26. Mahdavinasab, Y. ve Haseli, D. (2025). Conceptual Structure and Trend Topics of the Education and Information Technologies Journal: A Bibliometrics Analysis. International Journal of Information Science and Management (IJISM), 23(1), 211-230.
27. Mohorovičić, S. ve Tijan, E. (2011). Blended learning model of teaching programming in higher education. International journal of knowledge and learning, 7(1-2), 86-99.
28. Moral-Muñoz, J. A., Herrera-Viedma, E., Santisteban-Espejo, A. ve Cobo, M. J. (2020). Software tools for conducting bibliometric analysis in science: An up-to-date review. Profesional de la Información, 29(1).
29. Panday, A., Ray, T., Jalandharachari, A. S. ve Gopinath, G. (2025). Insights into blended learning research: a thorough bibliometric study. Discover Education, 4(1), 1-17.
30. Pelletier, K., McCormack, M., Reeves, J., Robert, J., Arbino, N., Dickson-Deane, C., ve Stine, J. (2022). 2022 educause horizon report teaching and learning edition (pp. 1-58). EDUC22.
31. Pradana, M., Elisa, H. P. ve Syarifuddin, S. (2023). Discussing ChatGPT in education: A literature review and bibliometric analysis. Cogent Education, 10(2), 2243134.
32. Schraw, G. (2007). The use of computer-based environments for understanding and improving self-regulation. Metacognition and Learning, 2(2), 169-176.
33. Yangari, M. ve Inga, E. (2021). Educational innovation in the evaluation processes within the flipped and blended learning models. Education Sciences, 11(9), 487.
34. Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational psychologist, 25(1), 3-17.
35. Winne, P. H. (2022). Modeling self-regulated learning as learners doing learning science: How trace data and learning analytics help develop skills for self-regulated learning. Metacognition and Learning, 17(3), 773-791.