Yükseköğretimde Uzaktan Eğitim Ağırlıklı Karma Öğrenme Modeline Geçiş Süreci: Pedagojik Deneyimlere Dayalı Bir Çözümleme

Year 2019, Volume: 16 Issue: 1, 648 - 677, 25.12.2019

Mehmet Kokoç

Abstract

Bu araştırmanın amacı; yükseköğretim düzeyinde karma öğrenmeye geçiş sürecini öğretim üyelerinin pedagojik deneyimlerine dayalı olarak çözümlemektir. Nitel araştırma yaklaşımı doğrultusunda durum çalışması yöntemi işe koşularak yürütülen bu araştırma, 13 haftalık bir çalışma sürecini kapsamaktadır. Araştırma verileri, bir devlet üniversitesinde hem karma öğretim hem de örgün öğretim (yüz yüze) yoluyla yürütülen Bilgisayar ve Öğretim Teknolojileri Eğitimi lisans programında ders veren dört öğretim üyesinin deneyimlerine dayalıdır. Veri toplamak amacıyla yarı yapılandırılmış görüşme ve katılımcı gözlem teknikleri kullanılmıştır. İçerik analizi sonucunda altı temadan oluşan bir örüntü ortaya çıkmıştır. Araştırma bulguları; karma öğretim süreci ve yüz yüze öğretim sürecinde öğretim üyelerinin benzer öğretim yöntemlerini ve çoklu ortam öğelerini kullandıklarını göstermektedir. Bununla birlikte derse bağlılık ve topluluk hissi geliştirme, öğrenme çabası, motivasyon ve derse katılım düzeyi açısından karma öğretim öğrencilerinin örgün öğretim öğrencilerinden farklılaştığı belirlenmiştir. Ayrıca karma öğretim programında ders vermenin öğretim üyelerinin iş yükünü artırdığı sonucuna ulaşılmıştır. Çalışmanın bulgularına dayalı olarak; yüz yüze öğretimden karma öğretime geçiş sürecinde öğretim üyelerinin teknik ve pedagojik destek sunulması gerektiği söylenebilir ve özellikle ilk defa karma öğretim programında ders verecek öğretim üyelerine yönelik kapsamlı bir oryantasyon etkinliğinin gerçekleştirilmesi önerilebilir. Araştırma sonuçları, kurumsal olarak karma öğretime geçişte; öğretim tasarımcılarının ve alan uzmanlarının birlikte çalıştığı, çok boyutlu ve sürdürülebilir bir sürecin takip edilmesinin gerekliliğini ortaya koymaktadır.

Keywords

Karma öğrenme, Karma öğretim

Analysis of Transition to Online Blended Learning Model in Higher Education: An analysis based on Pedagogical Experiences

Abstract

This study aims to examine transition from face to face learning to blended learning in the context of Higher Education based on pedagogical experiences of faculty members. This research is a case study as a qualitative research method. The study was carried out in 13 weeks. Data were collected from four academicians teaching at postgraduate level in the Department of Computer Education and Instructional Technology in a state university. The participants took part in blended and face-to-face (formal) learning programs. The data were collected by using semi-structured interview form and participant observation. As a consequence of the content analysis, six main themes emerged. We found that participants used similar teaching methods and multimedia tools in both blended teaching environment and face-to-face teaching, and they were equally effective in providing feedback. Learners in the blended learning environment differed from their counterparts in formal education in terms of sense of commitment and sense of community, self-regulating skills, effort, motivation and attendance to course. Furthermore, it was found out that blended learning increases overall work-load of instructors. Based on the finding of the study, we suggest that academicians need technical, pedagogical and orientation support in transition from face-to-face interaction to blended learning. It is needed that multi-dimensional and sustainable process which is built upon cooperation between instructional designers and field experts should be followed in transition to blended learning

Keywords

Blended learning, Blended teaching

References

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