Bir Dersin Harmanlanmış Öğrenme Yöntemiyle İşlenmesinin Öğrencilerin Akademik Güdülenmelerine Etkisi

Abstract

In this study, the effect of Blended Learning environment on students' motivation level was dealt. Hence, 42 students who took the course as Database Management Systems in the relevant academic semester as 2014-2015 in Mustafa Kemal University Kırıkhan Vocational School participated in our research. This study used the academic motivation scale which was created by Bozanoğlu ( 2004) in order to measure the academic motivation levels of student being designed as pre-test-end test in a semi experimental form. Throughout the study which were 5 weeks, the Blended Learning method was used for the experiment group, on the other hand the Traditional Learning methods were performed for the control group. As the datum were analyzed, the pre test and end-test results of the groups were compared at first. Independent Groups t-Test was performed for the datum. Afterwards, an analysis for one specific group on behalf of improvement about academic motivation throughout the study was performed. In this respect the pre-test and end results of each group were compared then in group related samples t-test was performed. As a result of the study, owing to the analysis it was concluded that the Blended Learning is not comparatively more superior than the Traditional Learning methods on behalf of improving the academic motivation of students.

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

“…RPG dersinde uygulanan karma yöntem etkinliklerinin öğrenme çıktılarına katkı düzeyi ile ilgili bulgular Tablo 3'te verilmiştir. (Balaman, 2016;Çiftçi ve Dönmez, 2015;Godlewska vd., 2009;Uluyol ve Karadeniz, 2009). Bunlara ek olarak farklı sonuçlar bulan araştırmalardan birisinde öğrencilerin karma öğrenme ile derse ve öğretim elemanına bağlılıklarının, öz düzenleme becerilerinin, motivasyonlarının, gösterdikleri çabanın örgün öğretime göre daha yüksek olduğu bulunmuştur (Kokoç, 2019).…”

Designing blended learning environments organized within the basis of web-assisted modeling in science teaching

“…Learning environments which combine web-assisted learning and face-to-face learning are found frequently in literature (Unsal, 2012;Saritepeci & Yildiz 2014;Balaman, 2015). Enriching the content of such presented blended learning environments to make them more useful has become important.…”

Designing blended learning environments organized within the basis of web-assisted modeling in science teaching

“…Positive outcomes of science education supported through the opportunities provided by technology make it imperative to make blended learning environments more useful by enriching their content. Learning environments which combine web-assisted learning and face-to-face learning are found frequently in literature (Unsal, 2012;Saritepeci & Yildiz 2014;Balaman, 2015). Enriching the content of such presented blended learning environments to make them more useful has become important.…”