Blended learning: Investigating its potential in an English language teacher training program

Kocoglu, Zeynep; Ozek, Yesim; Kesli, Yesim

doi:10.14742/ajet.908

Cited by 36 publications

(28 citation statements)

References 26 publications

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“…So, it is rather difficult for all courses to adopt on-line learning. Also, it has been accepted that a single course delivery mode cannot lead to successful learning (Kocoglu, Ozek, & Kesli, 2011). As such, on-line learning components and on-line course management tool is combined with face-to-face instruction.…”

Section: Introductionmentioning

confidence: 99%

Facilitating Students’ Learning with Hybrid Instruction: A Comparison among Four Learning Styles

Wichadee

2017

EJREP

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Section: Introductionmentioning

confidence: 99%

Facilitating Students’ Learning with Hybrid Instruction: A Comparison among Four Learning Styles

Wichadee

2017

EJREP

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“…While another student mentioned that the course was "a good balance between in-classroom learning and independent self-taught learning;" yet another student mentioned that it gave her "the freedom to study at my own pace without a strict deadline." This emphasizes one of the main benefits of blended learning cited by the students, which is being able to learn at any time without being limited to a specific time and place (i.e., see Kocoglu, Ozek, & Kesli, 2011). Given the increasing demands on university students, it makes sense that students would see this feature as being quite beneficial to their academic studies.…”

Section: Resultsmentioning

confidence: 99%

“…Blended courses offer opportunities to increase accessibility and learning, in part due to technological advances that did not exist before (see, for example, Kocoglu, Ozek, & Kesli, 2011). It is worth keeping in mind that, while advances in technology make it easier for material to be uploaded online, the same technology makes it easier to download an incredible amount of material onto students.…”

Section: Reflectionsmentioning

confidence: 99%

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Self-Regulation and “Time Off”: Evaluations and Reflections on the Development of a Blended Course

Spadafora

Marini

2018

cjsotl-rcacea

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Changes in both the landscape of education and digital technology are giving rise to interesting, innovative, and potentially effective pedagogical possibilities. As educators of the 21st century, we are witnessing continuous changes in the way we teach as well as the way students learn. This study is a part of an ongoing research program aimed at evaluating the pedagogical effectiveness of blended teaching. More specifically, this paper aims to describe some of our reflections as we developed, delivered, and carried out an evaluation of a university course taught using a blended format. Undergraduate students (n=109) in a fourth-year capstone course participated in this study. We report on the students’ perceptions of the effectiveness of the delivery method of the course, while focusing on the struggles they encountered, including difficulties keeping up with the course content, particularly on the weeks where the lecture was online, as well as a struggle to stay organized and connected with their peers and their assignments. Self-regulation turned out to be a major determinant of success in this type of course. We conclude with suggestions to improve students’ social and academic experiences as they navigate learning in a digital world. Les changements survenus à la fois dans le paysage de l’éducation et dans la technologie numérique donnent naissance à des possibilités pédagogiques intéressantes, innovatrices et potentiellement efficaces. En tant qu’éducateurs du XXIe siècle, nous assistons à des changements continus dans la manière dont nous enseignons ainsi que dans la manière dont les étudiants apprennent. Cette étude s’inscrit dans le cadre d’un programme de recherche en cours qui a pour objectif d’évaluer l’efficacité pédagogique de l’enseignement hybride. Plus spécifiquement, cet article vise à décrire certaines de nos réflexions au fur et à mesure que nous élaborons, livrons et exécutons l’évaluation d’un cours universitaire enseigné selon un format hybride. Des étudiants de premier cycle (n=109) inscrits dans un tout dernier cours de quatrième année ont participé à cette étude. Nous présentons un rapport sur la manière dont les étudiants ont perçu l’efficacité de la méthode employée pour enseigner ce cours, tout en mettant l’accent sur les problèmes qu’ils ont rencontrés, y compris les difficultés à faire face au contenu du cours, en particulier durant les semaines où les cours magistraux étaient présentés en ligne, ainsi que sur leurs difficultés à rester organisés et connectés avec leurs camarades de classe et avec leurs devoirs. Il s’avère que l’autorégulation est un élément important pour la réussite de ce type de cours. Pour conclure, nous présentons des suggestions pour améliorer l’expérience sociale et académique des étudiants dans leur parcours de l’apprentissage au sein d’un monde numérique.

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“…It is better to mix the strengths of both learning environments [8]. [9] also indicated that a blended course provides a comprehensive and comparable learning environment to the traditional program. They discovered the positive response to blended learning in terms of overall satisfaction and enjoyment of the lessons.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Comparison of e-Learning, Blended and Traditional English Teaching Methods: A Case Study of Ban Hong Community Education College

Promsurin¹,

Vitayapirak²

2015

IJLLL

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Abstract-With the global interest in computers, innovative teaching methods have been oriented to English language learning environments. The objectives of this research were to compare the effectiveness of the three English teaching methods, i.e. e-learning, blended learning, and traditional instruction and assess students' satisfaction. The samples were 90 first year vocational certificate students who enrolled on an English course in the academic year 2013 at Ban Hong Community Education College, Thailand. Those students were divided into three groups of 30, i.e. two experimental groups and one control group by using simple random sampling. The first experimental group was taught through e-learning instruction, the second experimental group was taught through blended learning instruction, whereas the control group was taught through traditional instruction. The study was conducted two hours a week for eight weeks period. The main findings indicated that blended learning instruction can significantly increase the students' achievement scores and the students show highly positive satisfaction towards learning language English.

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Blended learning: Investigating its potential in an English language teacher training program

Cited by 36 publications

References 26 publications

Facilitating Students’ Learning with Hybrid Instruction: A Comparison among Four Learning Styles

Facilitating Students’ Learning with Hybrid Instruction: A Comparison among Four Learning Styles

Self-Regulation and “Time Off”: Evaluations and Reflections on the Development of a Blended Course

Comparison of e-Learning, Blended and Traditional English Teaching Methods: A Case Study of Ban Hong Community Education College

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