Harmanlanmiş Öğrenme Ortamlarinin Algilanan Etki̇leşi̇m Değeri̇ Ölçeği̇ni̇n Geli̇şti̇ri̇lmesi̇

Koç, Meltem; Çobanoğlu, Alev Ateş

doi:10.17943/etku.582522

Cited by 3 publications

(4 citation statements)

References 24 publications

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“…The shifting responsibilities of instructors and students, a lack of community building and training in blended settings, and a lack of familiarity with new technologies were also issues that teacher cited (Koc & Ates-Cobanoglu, 2020;Rianto, 2022;Yang, 2014). Changing the role of instructors in blended learning environments appears to be a significant difficulty in our data as well and this finding is parallel to the relevant literature (Altay & Altay, 2022;Liman-Kaban & Yataganbaba, 2022;Yang, 2014).…”

Section: Discussionsupporting

confidence: 72%

“…Moreover, the proficiency level of the students, the amount of time they spent on the program, the restrictions, and the ICT literacy level are all factors that teachers should be aware of because they can affect how the learners perceive the value of blended learning and their satisfaction (Altay & Altay, 2022;Koc & Ates-Cobanoglu, 2020;Kobayashi & Little, 2011). By taking these factors into consideration, they could design better-blended learning environments and there would be a high chance of increasing learner motivation and interaction.…”

Section: Discussionmentioning

confidence: 99%

“…Additionally, workshops for teachers should be provided to equip them for the blended learning environment (Liman-Kaban & Yataganbaba, 2022; Koc & Ates-Cobanoglu, 2020;Yang, 2014). The same studies urge teachers to hold more discussions with their students and to impart their knowledge on blended learning in a blended learning community.…”

Section: Discussionmentioning

confidence: 99%

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Teachers' Readiness for Blended Learning, Their Reasons, Challenges, and Suggestions for Practising Blended Learning

Liman Kaban,

Yataganbaba,

Ates Cobanoglu

et al. 2024

Turkish Online Journal of Distance Education

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This study aims to understand the experiences of Turkish teachers in blended learning, the challenges they encountered, and their recommendations in this regard. The authors adapted the Blended Teaching Readiness Instrument (BTRI) (Archibald et al., 2021) to Turkish. Secondly, the reasons, challenges, and suggestions of teachers regarding blended learning were investigated. A total of 325 Turkish teachers were selected as the participant group in this survey. A criterion purposeful sampling method was used in the data collection process. The statistical analysis led to the conclusion that the BTRI, which was translated into Turkish, is a valid and reliable tool for measuring teachers’ levels of readiness for blended learning in Turkiye and it can also be used to gauge the readiness of teachers. ort he qualitative aspect, inductive content analysis was used for analyzing open-ended questions of the instrument. The study both served as a reflection of Turkish teachers’ positive and negative experiences regarding blended learning practices and a scale adaptation study for measuring the blended teaching readiness of Turkish teachers. It is considered that the results can help both pre-service and in-service teachers to be sensitive toward their blended teaching competencies. This study also has the potential for informing teacher education departments to equip prospective teachers with required disciplinary knowledge along with digital competencies.

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Section: Discussionsupporting

confidence: 72%

Section: Discussionmentioning

confidence: 99%

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Teachers' Readiness for Blended Learning, Their Reasons, Challenges, and Suggestions for Practising Blended Learning

Liman Kaban,

Yataganbaba,

Ates Cobanoglu

et al. 2024

Turkish Online Journal of Distance Education

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“…Lisansüstü düzeyde harmanlanmış öğrenme modelini temel alan ve öğretmen adaylarını örneklem grubu olarak tercih eden tez çalışmalarını incelendiğinde, 29 adet yüksek lisans tezi (Ersoy, 2003;Dönmez, 2005;Çetiz, 2006;Çolakoğlu, 2009;Şimşek, 2009;Kirişçioğlu, 2009;Çağlar, 2010;Sasa, 2011;Azgur, 2011;Küçük, 2012;Güler, 2013;Hamutoğlu, 2013;Ergül, 2013;Sungur, 2014;Güler, 2014;Kahyaoğlu, 2014;Aldemir, 2015;Kale, 2017;Özdemir, 2019;Koç, 2019;Coşkun, 2020;Yaşar, 2020;Ermiş, 2020) ve 31 adet doktora tezine (Delialioğlu, 2004;Ünsal, 2007;Usta, 2007;Caner, 2009;Cabı, 2009;Yılmaz, 2009;Kocaman Karoğlu, 2009;Ersoy, 2009;Öztürk, 2009;Gedik 2010;Öngöz, 2011;Kalelioğlu,2011;Çardak, 2012;Dişli, 2012;Ateş-Çobanoğlu, 2013;Pesen, 2014;Kuzu, 2014;Döş, 2014;Pala,2014;Kılıç, 2015;Çırak, 2016;…”

Section: Tartişma Ve Sonuçunclassified

Öğretmen Eği̇ti̇mi̇nde Harmanlanmiş Öğrenme Modeli̇ni̇n Kullanildiği Li̇sansüstü Tez Çalişmalarinin İncelenmesi̇

Can

Zorba

Türksoy

2022

Trakya Eğitim Dergisi

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Lisansüstü düzeyde harmanlanmış öğrenme modelini temel alan ve öğretmen adaylarını örneklem grubu olarak tercih eden tez çalışmalarını incelemek bu araştırmanın amacıdır. Bu amaç doğrultusunda doküman incelemesi yöntemi kullanılmıştır. Yüksek Öğretim Kurulu (YÖK) Ulusal Tez Merkezi ve TÜBESS (Türkiye Belge Sağlama Sistemi) sistemi üzerinden çalışmalara çevrimiçi erişim sağlanmıştır. Araştırmanın ölçütlerini karşılayan tez çalışmaları araştırmaya dahil edilmiştir. Elde edilen veriler betimsel analiz yöntemiyle çözümlenmiştir. Araştırma sonucunda 29 adet yüksek lisans ve 31 adet doktora tezi olmak üzere toplam 60 çalışmaya ulaşılmıştır. Bu çalışmaların en fazla 2009 yılında, Eğitim Bilimleri Enstitüsü bünyesinde ve Bilgisayar ve Öğretim Teknolojileri Eğitimi Ana Bilim Dalı altında üretildiği görülmektedir. Kadın yazarların sayıca fazla olduğu ve tez danışmanlarının unvanlarının çoğunlukla doçent doktor olduğu görülmektedir. Araştırmaların planlamasında akademik başarı ve motivasyon değişkeni, nicel araştırma desenlerinden ön test- son test kontrol gruplu deneysel desen, örnekleme yöntemlerinden olasılık temelli örnekleme, veri toplama araçlarından ölçek ile görüşme formu, elde edilen verilerin analizinde ise T-testi sıklıkla tercih ettikleri belirlenmiştir. Araştırma bulguları genel olarak harmanlanmış öğrenme lehine bulgular mevcuttur.

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Virtual Learning Environments as an Assessment Tool in Covid-19 Pandemic

ERSÖZ,

ŞENTÜRK

2023

Cukurova University Faculty of Education Journal

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Increasingly, the methods of measurement and evaluation in distance education applications have been discussed in light of the pandemic. In this study, the use of virtual learning environments in higher education as an assessment tool has been examined. The chosen platform for this purpose was the UKEY (Uludağ University Institutional, Educational, and Research Activities Governance System) virtual learning platform. During the 2019-2020 academic year, when the pandemic had a significant impact, online open-ended questions were posed to 46 academics who used the UKEY platform. The preparation of open-ended questions was based on the Unified Theory of Acceptance and Use of Technology-2 (UTAUT-2). Research was designed as a case study, and the collected data was subjected to descriptive analysis. Member checking method was utilized, and how the themes were interpreted was reviewed through semi-structured interviews with five participants. According to the results of the study, the behavioral intentions of the participants towards using the UKEY platform varied. It was found that the platform partially met performance expectations but required considerable effort. Facilitating conditions had a positive impact on users, and in the context of social influence, student behaviors significantly affected the academics. UKEY had not yet become a habit, and these variables were found to have a significant impact on usage intention. The results of the study were discussed within the framework of concepts such as online anonymity, the integration of technology with a pedagogical perspective, and the need for a paradigm change in education.

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Harmanlanmiş Öğrenme Ortamlarinin Algilanan Etki̇leşi̇m Değeri̇ Ölçeği̇ni̇n Geli̇şti̇ri̇lmesi̇

Cited by 3 publications

References 24 publications

Teachers' Readiness for Blended Learning, Their Reasons, Challenges, and Suggestions for Practising Blended Learning

Teachers' Readiness for Blended Learning, Their Reasons, Challenges, and Suggestions for Practising Blended Learning

Öğretmen Eği̇ti̇mi̇nde Harmanlanmiş Öğrenme Modeli̇ni̇n Kullanildiği Li̇sansüstü Tez Çalişmalarinin İncelenmesi̇

Virtual Learning Environments as an Assessment Tool in Covid-19 Pandemic

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