Yükseköğretimde Uzaktan Eğitim Ağırlıklı Karma Öğrenme Modeline Geçiş Süreci: Pedagojik Deneyimlere Dayalı Bir Çözümleme

Öz

Bu araştırmanın amacı; yükseköğretim düzeyinde karma öğrenmeye geçiş sürecini öğretim üyelerinin pedagojik deneyimlerine dayalı olarak çözümlemektir. Nitel araştırma yaklaşımı doğrultusunda durum çalışması yöntemi işe koşularak yürütülen bu araştırma, 13 haftalık bir çalışma sürecini kapsamaktadır. Araştırma verileri, bir devlet üniversitesinde hem karma öğretim hem de örgün öğretim (yüz yüze) yoluyla yürütülen Bilgisayar ve Öğretim Teknolojileri Eğitimi lisans programında ders veren dört öğretim üyesinin deneyimlerine dayalıdır. Veri toplamak amacıyla yarı yapılandırılmış görüşme ve katılımcı gözlem teknikleri kullanılmıştır. İçerik analizi sonucunda altı temadan oluşan bir örüntü ortaya çıkmıştır. Araştırma bulguları; karma öğretim süreci ve yüz yüze öğretim sürecinde öğretim üyelerinin benzer öğretim yöntemlerini ve çoklu ortam öğelerini kullandıklarını göstermektedir. Bununla birlikte derse bağlılık ve topluluk hissi geliştirme, öğrenme çabası, motivasyon ve derse katılım düzeyi açısından karma öğretim öğrencilerinin örgün öğretim öğrencilerinden farklılaştığı belirlenmiştir. Ayrıca karma öğretim programında ders vermenin öğretim üyelerinin iş yükünü artırdığı sonucuna ulaşılmıştır. Çalışmanın bulgularına dayalı olarak; yüz yüze öğretimden karma öğretime geçiş sürecinde öğretim üyelerinin teknik ve pedagojik destek sunulması gerektiği söylenebilir ve özellikle ilk defa karma öğretim programında ders verecek öğretim üyelerine yönelik kapsamlı bir oryantasyon etkinliğinin gerçekleştirilmesi önerilebilir. Araştırma sonuçları, kurumsal olarak karma öğretime geçişte; öğretim tasarımcılarının ve alan uzmanlarının birlikte çalıştığı, çok boyutlu ve sürdürülebilir bir sürecin takip edilmesinin gerekliliğini ortaya koymaktadır.

Anahtar Kelimeler

• Karma öğrenme,Karma öğretim

Analysis of Transition to Online Blended Learning Model in Higher Education: An analysis based on Pedagogical Experiences

Öz

This study aims to examine transition from face to face learning to blended learning in the context of Higher Education based on pedagogical experiences of faculty members. This research is a case study as a qualitative research method. The study was carried out in 13 weeks. Data were collected from four academicians teaching at postgraduate level in the Department of Computer Education and Instructional Technology in a state university. The participants took part in blended and face-to-face (formal) learning programs. The data were collected by using semi-structured interview form and participant observation. As a consequence of the content analysis, six main themes emerged. We found that participants used similar teaching methods and multimedia tools in both blended teaching environment and face-to-face teaching, and they were equally effective in providing feedback. Learners in the blended learning environment differed from their counterparts in formal education in terms of sense of commitment and sense of community, self-regulating skills, effort, motivation and attendance to course. Furthermore, it was found out that blended learning increases overall work-load of instructors. Based on the finding of the study, we suggest that academicians need technical, pedagogical and orientation support in transition from face-to-face interaction to blended learning. It is needed that multi-dimensional and sustainable process which is built upon cooperation between instructional designers and field experts should be followed in transition to blended learning

Anahtar Kelimeler

• Blended learning,Blended teaching

Kaynakça

1. Ashton, J., & Elliott, R. (2007). Juggling the balls — Study, work, family and play: Student perspectives on flexible and blended heutagogy. European Early Childhood Education Research Journal, 15(2), 167–181. Ateş Çobanoğlu, A. (2018). Student teachers’ satisfaction for blended learning via Edmodo learning management system. Behaviour & Information Technology, 37(2), 133-144. Atmacasoy, A., & Aksu, M. (2018). Blended learning at pre-service teacher education in Turkey: A systematic review. Education and Information Technologies, 23(6), 23992422. Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, 1-18. Cheung, S. K. S., Wang, F. L., Au, O., & Xie, Y. (2018). Guest editorial: Innovative practices of blended learning. Open Learning: The Journal of Open, Distance and e-Learning, 33(2), 80–82. Comey, W.L. (2009). Blended learning and the classroom environment: A comparative analysis of students' perception of the class-room environment across community college courses taught in traditional face-to-face, online and blended methods. (Unpublished doctoral dissertation). The George Washington University, Washington. Collopy, R. M., & Arnold, J. M. (2009). To blend or not to blend: Online and blended learning environments in undergraduate teacher education. Issues in Teacher Education, 18(2), 85–101.
2. Cornelius, S., Calder, C., & Mtika, P. (2019). Understanding learner engagement on a blended course including a MOOC. Research in Learning Technology, 27, 1-14. Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks. CA: Sage. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson, Boston, MA. Çırak Kurt, S., Yıldırım, İ., & Cücük, E. (2018). Harmanlanmış öğrenmenin akademik başarı üzerine etkisi: Bir meta-analiz çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(3), 776-802. Dabbagh, N., & Bannan-Ritland, B. (2005). Online learning: Concepts, strategies, and applications. Upper Saddle River, New Jersey: Pearson Prentice Hall. Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580. Daymon, C., & Holloway, I. (2003). Qualitative Research Methods in Public Relations and marketing communications. London: Routledge. Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Allyn and Bacon. Dziuban, C., Hartman, J., & Moskal, P. (2004). Blended learning. ECAR Research Bulletin. Retrieved from http://www.educause.edu/ir/library/pdf/ERB0407.pdf Drysdale, J. S., Graham, C. R., Spring, K. J., & Halverson, L. R. (2013). An analysis of research trends in dissertations and theses studying blended learning. The Internet and Higher Education, 17, 90-100. Eryılmaz, M. & Karakaya, M. (2018). Harmanlanmış öğrenme ortamlarında sosyal medya kullanımının öğrenci doyumu üzerine etkisi. YYÜ Eğitim Fakültesi Dergisi (YYU Journal of Education Faculty), 15(1), 106 – 129. doi: http://dx.doi.org/10.23891/efdyyu.2018.63 Garnham, C., & Kaleta, R. (2002). Introduction to hybrid courses. Teaching with Technology Today, 8(6), 1-9. Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95–105.
3. Garrison, D. R. (2013). Blended Learning. In R. C. Richey (Ed.), Encyclopedia of Terminology for Educational Communications and Technology (p. 23–24). NewYork, NY: Springer. Gedik N. (2013). Karma Öğrenme Ortamları. Kürşat Çağıltay ve Yüksel Göktaş (Ed.), Öğretim Teknolojilerinin Temelleri: Teoriler, Araştırmalar, Eğilimler içinde (s. 495511). Ankara: Pegem Akademi Yayıncılık. Gedik, N., Kiraz, E., & Ozden, M. Y. (2013). Design of a blended learning environment: Considerations and implementation issues. Australasian Journal of Educational Technology, 29(1), 1-19. Glesne, C. (2012). Introduction to qualitative research. A. Ersoy and P. Yalçınoğlu (Trans. Ed.). Ankara: Anı. Graham, C. R. (2013). Emerging practice and research in blended learning. In M. G. Moore (Ed.), Handbook of distance education (p. 333–350). (3rd ed.). NewYork, NY: Routledge. Halverson, L. R., Graham, C. R., Spring, K. J., Drysdale, J. S., & Henrie, C. R. (2014). A thematic analysis of the most highly cited scholarship in the first decade of blended learning research. The Internet and Higher Education, 20, 20-34. Helms, S. A. (2012). Blended/hybrid courses: A review of the literature and recommendations for instructional designers and educators. Interactive Learning Environments, 22, 804–810. Horton, W. (2006). E-Learning by design. San Francisco: Pfeiffer, John Wiley & Sons, Inc. Huang, R., & Zhou, Y. (2006). Designing blended learning focused on knowledge category and learning activities. In C. J. Bonk & C. R. Graham (Eds.) Handbook of blended learning: Global perspectives, local designs. San Francisco: Pfeiffer, John Wiley & Sons, Inc. Jokinen, P., & Mikkonen, I. (2013). Teachers' experiences of teaching in a blended learning environment. Nurse Education in Practice, 13(6), 524-528. Klein, H. J., Noe, R. A., & Wang, C. (2006). Motivation to learn and course outcomes: The impact of delivery mode, learning goal orientation, and perceived barriers and enablers. Personnel Psychology, 59, 665–702. Klein, J. D., Spector, J. M., Grabowski, B. L., & de la Teja, I. (2004). Instructor competencies: Standards for face-to-face, online, and blended settings. Information Age Publishing.
4. Lam, J. Y. C. (2015). Examining student experience of blended learning from the perspective of the community of inquiry framework. Asian Association of Open Universities Journal, 10(2), 81-99. doi: https://doi.org/10.1108/AAOUJ-10-02-2015-B007 Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage. McMillan, J. H., & Schumacher, S. (2010). Research in Education: Evidence-Based Inquiry (7th ed.). London: Pearson. Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. San Francisco: Jossey-Bass. Mestan, K. (2019). Create a fine blend: An examination of institutional transition to blended learning. Australasian Journal of Educational Technology, 35(1), 70-84. https://doi.org/10.14742/ajet.3216 Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage. Napier, N. P., Dekhane, S., & Smith, S. (2011). Transitioning to blended learning: Understanding student and faculty perceptions. Journal of Asynchronous Learning Networks, 15(1), 20-32. Olapiriyakul, K., & Scher, J. M. (2006). A guide to establishing hybrid learning courses: Employing information technology to create a new learning experience, and a case study. The Internet and Higher Education, 9(4), 287-301. Owston, R., York, D., & Murtha, S. (2013). Student perceptions and achievement in a university blended learning strategic initiative. The Internet and Higher Education, 18, 38-46. doi: http://dx.doi.org/10.1016/j.iheduc.2012.12.003 Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass. Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications. Poon, J. (2012). Use of blended learning to enhance the student learning experience and engagement in property education. Property Management, 30(2), 129–156. Ross, B., & Gage, K. (2006). Global perspectives on blended learning: Insight from WebCT and our customers in higher education. In C. J. Bonk & C. R. Graham (Eds.), Handbook of blended learning: Global perspectives, local designs (pp. 155-168). San Francisco: Pfeiffer, John Wiley & Sons, Inc. Rovai, A. P., & Jordan, H.M. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. International Review of Research in Open and Distance Learning, 5(2), 1–13. Schlossberg, N. K. (2011). The challenge of change: The transition model and its applications. Journal of Employment Counseling, 48(4), 159-162. Stacey, E., & Gerbic, P. (2007). Teaching for blended learning - Research perspectives from on-campus and distance students. Educational and Information Technologies, 12(3), 165-174. Tay, H. Y. (2016). Longitudinal study on impact of iPad use on teaching and learning. Cogent Education, 3(1), 1127308. Toth, M., Foulger, T.S., & Amrein-Beardsley, A. (2008). Post-implementation insights about a hybrid degree program. TechTrends, 52(3), 76-80 Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık. Yin, K. Y. (2009). Case study research: design and methods (4th ed.). Thousand Oaks, California: Sage Publications.