REFLECTION OF ACADEMICIANS IN USING BLENDED LEARNING
DOI:
https://doi.org/10.46827/ejes.v9i8.4402Keywords:
Covid-19, blended learning, higher education, scholar perception, factors and challengesAbstract
Due to the current Covid-19 pandemic, the physical conditions of learning environments and the measures taken within the scope of combating the epidemic have made blended teaching practices, including distance education, much more important. With this study, it is aimed to shed light on the opinions and experiences of the academicians, who are thought to have a higher assumption of experiencing the blended teaching method, regarding the use of the blended method at the higher education level during the Covid-19 pandemic. In this study, a mixed research methodology was adopted in which quantitative and qualitative data were used together by using a convenient sampling method. In this context, the data collection tool was shared with the academicians via the LinkedIn network. 58 academicians from 16 universities participated in the research. Descriptive statistics (frequency, percentage and mean) were used in the analysis of Likert-type quantitative questions, and content analysis was used in the analysis of qualitative data. According to the findings of the study, academics who stated that they could possibly teach with the blended method in the future stated that their educational experience in blended courses was better than in face-to-face courses without any web component. On the other hand, academics mostly stated that the amount of interaction in blended courses is lower than in face-to-face courses. Together with these findings, it is understood that academicians perceive the quality of interaction in blended courses as similar to the quality of interaction in face-to-face courses. According to academics, the most positive aspects of using the blended method in lessons are the use of technological opportunities, flexibility of space, flexibility of time and equality of opportunity. The most negative aspects of using the blended method are attendance problems, lack of communication, infrastructure problems and technological inadequacies and workload. It is understood that the materials, tools or technologies that academicians use most in blended courses are need-oriented trainings (web 2.0, web, innovation, technique, etc.), video and audio peripherals, online content, virtual reality technology and a powerful computer. Although some of the academicians stated that their experiences in blended courses affected their face-to-face courses, almost half of them stated that their blended course experiences did not affect their face-to-face courses. These results may guide both present and future policies and procedures for blended learning in general.
Article visualizations:
References
Alkhatib, O. J. (2018). An interactive and blended learning model for engineering education. Journal of Computer Education, 5(1), 19-48. doi.org/10.1007/s40692-018-0097-x
Anthony, B., Kamaludin, A., Romli, A., Raffei, A. F., Phon, D. N., Abdullah, A., & Ming, G. L. (2020). Blended learning adoption and implementation in higher education: A theoretical and systematic review. Technology, Knowledge and Learning, 1-48. doi.org/10.1007/s10758-020-09477-z
Atmacasoy, A., & Aksu, M. (2018). Blended learning at pre-service teacher education in Turkey: A systematic review. Education and Information Technologies, 23(6), 2399-2422. doi.org/10.1007/s10639-018-9723-5
Bae, E., Prasad, P. W., Alsadoon, A., & Bajaj, K. (2015). Framework to improve delivery methods in higher education through online learning. 7th International Conference on Engineering Education (ICEED) (s. 130-134). IEEE. doi.10.1109ICEED.2015.7451506
Baskakova, D. Y., Belash, O. Y., & Shaposhnikov, S. O. (2021). Assessment of Online Learning Effectiveness by Students of Engineering and IT Degree Programs. International Conference on Quality Management, Transport and Information Security, Information Technologies (IT&QM&IS) (s. 783-787). IEEE. doi.10.1109ITQMIS53292.2021.9642752
Benson, V., Anderson, D., & Ooms, A. (2011). Educator's perceptions, attitudes and practices: blended learning in business and management education. Research in Learning Technology, 19(2), 143-154. doi.org/10.1080/21567069.2011.586676
Edannur, S., & Marie, S. M. (2017). Improving Student Teachers' Perceptions on Technology Integration Using a Blended Learning Programme. Journal on School Educational Technology, 13(2), 31-42. https://files.eric.ed.gov/fulltext/EJ1171196.pdf Accessed 18 April 2022.
Eom, S. B., & Ashill, N. (2016). The determinants of students’ perceived learning outcomes and satisfaction in university online education: An update. Decision Sciences Journal of Innovative Education, 14(2), 185-215. doi.org/10.1111/dsji.12097
Faize, F., & Nawaz, M. (2020). Evaluation and improvement of students' satisfaction in online learning during Covid-19. Open praxis, 12, 495-507. dx.doi.org/10.5944/openpraxis.12.4.1153
Finlay, M. J., Tinnion, D. J., & Simpson, T. (2022). A virtual versus blended learning approach to higher education during the COVID-19 pandemic: The experiences of a sport and exercise science student cohort. Journal of Hospitality, Leisure, Sport & Tourism Education, 30, 100363. doi.org/10.1016/j.jhlste.2021.100363
Gulnaz, F., Althomali, A. D., & Alzeer, D. H. (2020). An investigation of the perceptions and experiences of the EFL teachers and learners about the effectiveness of blended learning at Taif University. International Journal of English Linguistics, 10(1), 329-344. doi.org/10.5539/ijel.v10n1p329
Ibrahim, S., & Ismail, F. (2020). Factors and Challenges in Implementing Blended Learning in English Language Teaching at Tertiary Level. Innovative Teaching and Learning Journal (ITLJ), 4(2), 1-11. https://itlj.utm.my/index.php/itlj/article/view/50 Accessed 10 July 2022.
Ismail, N., & Kinchin, G. (2019). Can Online Collaborative Work Offer a Solution to the Over Crowded Classes in Egyptian Universities?. International Journal of Management and Applied Research, 6(2), 48-67. https://www.ceeol.com/search/article-detail?id=823502 Accessed 12 June 2022.
Kandemir, H. (2015). Öğrenci Memnuniyetini Etkileyen Faktörlerin Yapısal Eşitlik Modeli İle Araştırılması-. Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(13), 447-461. https://dergipark.org.tr/en/pub/makusobed/issue/19445/206917 Accessed 22 April 2022
Killian, C. M., & Woods, A. M. (2018, January). Expanding and extending MVPA using E-learning: FLiP study pilot results. In Research Quarterly for Exercise and Sport, 89, A170-A171.
López-Fernández, I., Burgueño, R., & Gil-Espinosa, F. J. (2021). High school physical education teachers’ perceptions of blended learning one year after the onset of the COVID-19 pandemic. International Journal of Environmental Research and Public Health, 18(21), 11146. doi.org/10.3390/ijerph182111146
Otter, R. R., Seipel, S., Graeff, T., Alexander, B., Boraiko, C., J., G., & Sadler. (2013). Comparing student and faculty perceptions of online and traditional courses. Internet High. Educ, 19, 27-35. doi.org/10.1016/j.iheduc.2013.08.001
Poon, J. (2014). A cross-country comparison on the use of blended learning in property education. Property Management, 32(2), 154-175. doi.org/10.1108/PM-04-2013-0026
Posey, L., & Pintz, C. (2017). Transitioning a bachelor of science in nursing program to blended learning: Successes, challenges & outcomes. Nurse education in practice, 26, 126-133. doi.org/10.1016/j.nepr.2016.10.006
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, 103701. doi.org/10.1016/j.compedu.2019.103701
Sáiz-Manzanares, M. C., Escolar-Llamazares, M. C., & Arnaiz González, Á. (2020). Effectiveness of blended learning in nursing education. International journal of environmental research and public health, 17(5), 1589. doi.org/10.3390/ijerph17051589
Siah, C.-J. R., Huang, C.-M., Poon, Y. S., & Koh, S.-L. S. (2022). Nursing students' perceptions of online learning and its impact on knowledge level. Nurse Education Today, 105327. doi.org/10.1016/j.nedt.2022.105327
Sindiani, A., N. Obeidat, E. Alshdaifat, Elsalem, L., Alwani, M., Rawashdeh, H., . . . Tawalbeh, L. (2020). Distance education during the COVID-19 outbreak: A cross-sectional study among medical students in North of Jordan. Annals of Medicine and Surgery, 59, 186-194. doi.org/10.1016/j.amsu.2020.09.036
U.S. Department of Education. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: Office of Planning, Evaluation, and Policy Development.
Vangrieken, K., Dochy, F., Raes, E. & Kyndt, E. (2015). Teacher Collaboration: A Systematic Review. Educ. Res. Rev, 15, 17–40. doi.org/10.1016/j.edurev.2015.04.002
WHO. (2020, Mart 11). Naming the coronavirus disease (COVID-19) and the virus that causes it. WHO: https://www.who.int/emergencies/diseases/novel-coronavirus-2019/technical-guidance/naming-the-coronavirus-disease-(covid-2019)-and-the-virus-that-causes-it Accessed 10 May 2022
YÖK. (2020, Mart 18). Press document. YÖK: https://www.yok.gov.tr/Sayfalar/Haberler/2020/universitelerde-uygulanacak-uzaktan-egitime-iliskin-aciklama.aspx Accessed 11 May 2022
Yaghoubi, J., Mohammadi, M., Iravani, H., Attaran, M., & Gheidi, A. (2008). Virtual students' perception of e-learning. The Turkish Online Journal of Educational Technology, 7, 89-95. https://eric.ed.gov/?id=ED502679 Accessed 02 May 2022.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
