The effects of using blogs and webquests in teaching pre-service teachers

Abstract

In this study, the effects of two blended learning strategies on the academic achievement of pre-service teachers were examined in two Education courses. The control group composed of 25 teaching diploma students who received face-to-face learning instructions in two courses: teaching methods and essentials of education. The experimental group consisted of 22 students who received blended learning instructions in the same courses. Four achievement tests were administered to measure the students' achievement. The difference between the results of both groups was analyzed using the analysis of variance statistical method. The students' achievement in questions requiring high levels of thinking was examined and compared to both groups. Positive results for using blended learning strategies were observed in the course of Teaching Methods but were not clearly observed in the course of Essentials of Education. The difference between the results of both groups was statistically significant in the course of Teaching Methods.