A Longitudinal and Cross-Sectional Research on the Learning Approaches and Transactional Distance in Students of Blended Learning

Horzum, Mehmet Barış

doi:10.15390/eb.2014.1858

Cited by 3 publications

(3 citation statements)

References 24 publications

(21 reference statements)

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“…In line, the result of Nais, Sugiyarto, & Ikhsan (2018) revealed that hybrid learning that is commonly known as blended learning gives a significant effects on students' self-efficacy. Students that enrolled and used to the blended lerning environments will increase their control in learning (Horzum, 2014). Hence, it is understood that the higher score of students' self-efficacy were caused by their experiences in implementing blended learning and studying the learning materials through the online phase of learning instruction.…”

Section: The Effect Of Abg-ftfl Bl and Abg-bl On Students' Self-efficacymentioning

confidence: 99%

Android-Based-Game and Blended Learning in Chemistry: Effect on Students’ Self-Efficacy and Achievement

Fitriyana

Wiyarsi

Ikhsan

et al. 2020

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The 21st century learning system demands the use of technology in learning instruction. This research focuses on the comparison between the use of android-based-game and blended learning in the Chemistry subject on the hydrocarbon lesson toward students’ self-efficacy and achievement. A quasi-experiment with post-test only design was adopted in this research. A number of 143 eleventh graders from two public senior high schools in Purworejo Regency, Indonesia were selected in a cluster random sampling as the research sample. The sample was classified into three groups depending on the media used, i.e. android-based-game only on face-to-face learning (ABG-FTFL), blended learning only (BL), and both android-based-game and blended learning (ABG-BL). Self-Efficacy Scale (SES) was used to obtain the data of students’ self-efficacy while the hydrocarbon test was used to obtain students’ achievement. One-way Analysis of Variance, Kruskal Wallis test, and descriptive quantity technique were performed in the data analysis, and it is found that the use of these technologies has a significant effect on the students’ self-efficacy and achievement. The use of ABG-BL is better in improving students’ self-efficacy while BL is better in enhancing students’ achievement. Therefore, the use of android-based-game and blended learning can be emphasized as media in chemistry learning to gain better self-efficacy and achievement among students.

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Section: The Effect Of Abg-ftfl Bl and Abg-bl On Students' Self-efficacymentioning

confidence: 99%

Android-Based-Game and Blended Learning in Chemistry: Effect on Students’ Self-Efficacy and Achievement

Fitriyana

Wiyarsi

Ikhsan

et al. 2020

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“…Bu sebeple karma öğrenmede öğrencilerin bireysel farklılıklarına da hitap etmek kolaylaşır. Öğrencilerin karma öğrenme ile derin ve yüzeysel öğrenmelerinin değişip değişmediğine bakıldığı bir (Horzum, 2014) araştırmada anlamlı öğrenmenin yıllar içinde azaldığı yüzeysel öğrenmenin ise arttığı görülmüştür.…”

Section: Introductionunclassified

Evaluation of Blended Learning Activities Applied in the Course of Program Development in Guidance According to Student Opinions

Aşiroğlu

2021

Eğitim Ve Toplum Araştırmaları Dergisi

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Bu araştırmanın amacı, bir vakıf üniversitesinin Eğitim Fakültesi Rehberlik ve Psikolojik Danışmanlık (RPD) programı öğrencilerine Rehberlikte Program Geliştirme (RPG) dersinde uygulanan karma öğrenme etkinliklerini değerlendirmektir. Öğrencilere 2018-2019 akademik yılı bahar dönemi boyunca yüz yüze eğitimle birlikte öğrenci yönetim sistemi aracılığı ile çevrimiçi etkinlikler tasarlanıp uygulanmıştır. Veriler; Karma Öğrenme Yöntemine ve Karma Yöntemin Uygulanmasına Yönelik Öğrenci Görüşleri Ölçeği, görüşme formu ve RPG Dersi Öğrenme Çıktıları Anketi ile toplanmıştır. Çalışma grubunu RPG programında öğrenim gören 57 öğrenci oluşturmuştur. Öğrencilerin karma yönteme, yöntemin uygulanmasına ve RPG dersi öğrenme çıktılarına ulaşma düzeyine yönelik görüşlerinin tespiti için betimsel istatistik kullanılmıştır. Öğrencilerle görüşme esnasında kaydedilen nitel verilerin analizi için ise içerik analizi kullanılmıştır. Karma öğrenme yöntemine ve karma öğrenme yönteminin uygulanmasına yönelik öğrenci görüşlerinin genel puan ortalamasına bakıldığında olumluluk düzeyinin yüksek olduğu görülmüştür. Öğrenci görüşlerine göre RPG dersinin öğrenme çıktılarına katkı düzeyinin olumluluk düzeyinin genel ortalamasının ise orta seviyede olduğu görülmüştür.

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“…Para superar essa dissonância os pesquisadores têm desenvolvido escalas para validar e operacionalizar os constructos (CHEN, 2001;HORZUM, 2011;HUANG et al, 2016), de modo que a teoria desenvolva definições operacionais consistentes e que permitam aumentar a sua aplicação por meio de verificações empíricas (HUANG et al, 2015).…”

Section: Teorias Da Educação a Distânciaunclassified

Distância transacional e seus antecedentes na educação a distância

Paula Silva Figueiredo

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The Transactional Distance Theory (TDT) points out that distance in the context of Distance Education (DE) is understood not as geographic or temporal, but as a pedagogical aspect to be overcome in the face of psychological and communication barriers that students and teachers face in the teaching and learning process. This theory establishes that the Dialogue and Structure constructs operate within the scope of the course's instructional design, while the Student Autonomy construct incorporates aspects of its subjectivity and are pillars for the student's perception of transactional distance. The development and validation of an attitude and perception scale for TDT makes it possible to investigate the hypotheses of this theory. This work presents the process of transcultural translation and adaptation, as well as the validation of a scale to measure the perception of distance learning students regarding the Transactional Distance construct. Graduated students who had taken an online course in instructional design at a public university, were invited to participate by responding to this scale. With the answers it was possible to test the hypotheses of TDT. Construct scores were obtained using Structural Equation Modeling. This multivariate analysis provided the evaluation of models associating the constructs to test the hypotheses of the theory. The model that best described the variability of Transactional Distance is the one in which Dialogue exerts a direct influence and Student Autonomy plays a moderating role in the relationship between Structure and Transactional Distance. This is a second-order model with high predictive power.

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A Longitudinal and Cross-Sectional Research on the Learning Approaches and Transactional Distance in Students of Blended Learning

Cited by 3 publications

References 24 publications

Android-Based-Game and Blended Learning in Chemistry: Effect on Students’ Self-Efficacy and Achievement

Android-Based-Game and Blended Learning in Chemistry: Effect on Students’ Self-Efficacy and Achievement

Evaluation of Blended Learning Activities Applied in the Course of Program Development in Guidance According to Student Opinions

Distância transacional e seus antecedentes na educação a distância

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