The Influence of Blended Learning Environment on Self-Regulated and Self-Directed Learning Skills of Learners

Abstract

The aim of this paper is to determine the influence of blended learning environments on self-regulated and self-directed learning skills of undergraduate students. The explanatory sequential mixed method was used. In total 167 students participated in the study. While sixty students taking "Programming Languages" course at Computer Education and Instructional Technologies Department constituted the experimental group, 102 undergraduates-65 of them from the same department (Control 1) and 42 from Electronic Engineering Department (Control 2) formed the control groups. Self-directed Learning Readiness Scale, Self-regulated Learning Scale and semi-structured interviews were used as data collection instruments. While the experimental group received blended instruction, control groups received traditional instruction for weeks. The findings of the study revealed that self-regulated and self-directed scores of experimental group differed significantly from the control groups` indicating that the use of blended instruction is more effective than traditional instruction in terms of developing self-regulated and self-directed learning skills. Students in the experimental group pointed out that the blended learning environment presented rich content, easy accessibility, effective guidance and motivation.

Flipped Lessons and the Secondary-Level Performance-Based Music Classroom: A Review of Literature and Suggestions for Practice

“…The development of self-regulated learning in students has been another theme discussed by researchers (Uz & Uzun, 2018;Whiteside & Dikkers, 2016). Uz and Uzun (2018) examined the self-regulation learning skills of students enrolled in a computer science course, and gathered both quantitative data in a pretest/posttest manner as well as qualitative survey data. The researchers found "the use of blended learning can be said to be more effective than traditional instruction in terms of developing the selfregulated learning skills of the learners" (Uz & Uzun, 2018, p. 884).…”

Teaching and Instructional Design Approaches to Enhance Students’ Self‑Directed Learning in Blended Learning Environments

“…It is argued that open and distance environments are designed to foster self-direction by giving a student the freedom to choose how and what to learn as well as encouraging social interactions between learners (Carré, et al, 2011). Recent research suggests also that blended learning environments help students to develop their self-directed learning skills (Sriarunrasme, Techataweewan and Mebusaya, 2015;Uz and Uzun, 2018). However, there are few studies of lecturers' approaches to teaching in blended learning context and their relationship with approaches of instructional design.…”

“…Although blended learning is defined as combining online and face-to-face instructional strategies (Garrison and Kanuka, 2004;Graham, 2006), many researchers have underlined its benefits for students. Blended learning environments are supposed to enhance students' engagement (Page, et al, 2017), to increase their motivation (López-Pérez, Pérez-López and Rodríguez-Ariza, 2011), and to improve as well their selfregulated (Barnard, et al, 2009) and self-directed learning skills (Akgunduz and Akinoglu, 2016;Uz and Uzun, 2018). All these positive impacts seem to be one of the reasons for its implementation in higher education (Kintu, Zhu and Kagambe, 2017;Ibrahim, et al, 2017).…”

Change in Knowledge and Awareness in Teacher Education on Satoyama Environmental Learning: Through a Blend of Learning Spaces, Methods and Media

“…Blended learning enhanced students' perception of the educational environment in medical education (Facharzt et al, 2013). The blended learning environment presented rich content, easy accessibility, effective guidance and motivation (Uz & Uzun, 2018). Beyond elementary and junior high schools, BL has proven to be effective in different contexts including early discovery of poor performers in class (Hasegawa et al, 2016), acquisition of techniques in nursing school (Okamoto et al, 2015), ITrelated classes in higher education (Miyaji & Yoshida, 2005), student guidance, special education etc.…”