Türki̇ye’de Harmanlanmiş Öğrenme Eği̇li̇mleri̇: Bi̇r Li̇teratür Çalişmasi

Hebebci, Mustafa Tevfik; Usta, Ertuğrul

doi:10.14520/adyusbd.23061

Cited by 15 publications

(4 citation statements)

References 1 publication

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“…The studies on blended learning mostly focus on the environment-method discussion. In most of these studies, blended learning and traditional learning were compared (Al-Qahtani & Higgins, 2013;Chang et al, 2014;Drysdale et al, 2013;Hamza, 2015;Smith & Suzuki, 2015), and it was found that students in blended learning environments had higher levels of achievement, motivation and attitudes when compared to those in traditional learning environments (Caputo, 2010;Drysdale et al, 2013;Hebebci & Ertugrul, 2015;Tuysuz & Balaman, 2011). Besides these studies, Cheng and Chau (2016) reported significant relationships between learning styles of learners and their online participation, between online participation and academic achievement and between achievement and satisfaction.…”

Section: Blended Learningmentioning

confidence: 99%

Effectiveness of Gamification Elements in Blended Learning Environments

Meşe¹,

Dursun²

2019

Turkish Online Journal of Distance Education

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The purpose of this study was to determine the effectiveness of blended learning environments enriched with the use of gamification elements. The study was carried out using the convergent parallel mixed design, in which the qualitative and quantitative data were integrated. The study was conducted with 63 participants who were randomly divided into control and experimental groups. In the experimental group, the activities were enriched in the environment by using the gamification elements but not in the control group. The data were collected by Community of Inquiry data collection tool, academic achievement test, Instructional Materials Motivation Survey, experience activity, and interviews. According to the results, no difference was observed between the groups in terms of community of inquiry model, academic achivement, motivation. These findings are supported by qualitative data. According the findings, it could be stated that learning occurred in the form of latent learning in the experimental group. His academic interest areas are multimedia design, learning communities, social network usage, e-learning and cyber behaviors. He has over than 5 journal articles published in international indexes, over than 15 book chapters and other national and international articles, over than 40 papers submitted to international meetings.

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Section: Blended Learningmentioning

confidence: 99%

Effectiveness of Gamification Elements in Blended Learning Environments

Meşe¹,

Dursun²

2019

Turkish Online Journal of Distance Education

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“…Although blended learning has uncertainties in terms of costs and outcomes (Horn & Staker, 2011), research shows that blended learning contributes positively to learning performance (Graham et al, 2005;Hebebci & Usta, 2015). In the lessons in which the blended learning method is used, the continuous availability of content and materials, allocating more time to activities, the use of social networks, interaction, and participation rates are the factors that increase learner achievement (Bozkurt, 2018;Francis & Shannon, 2013;Means et al, 2009).…”

Section: Table 2 the Benefits And Challenges Of The Blended Learningmentioning

confidence: 99%

Blended Learning in Higher Education: A Bibliometric Analysis

HEBEBCI,

OZER

2023

TOJDE

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This research aims to analyze the past literature on blended learning in higher education and investigate the research trends on this subject. Thus, it aims to present a roadmap for future studies. In this context, bibliometric and descriptive analysis methods were used in the study carried out with the descriptive survey model. 1970 studies were accessed using the Web of Science (WoS) database to reach the data within the scope of the research. As a result of the filtering process on the database, the distribution of the relevant publications by year, document type, publication language, country and WoS indexes, the most influential institutions and research, cooperation between institutions and countries, the most cited authors, and the most studied topics were reviewed. According to the research results, the studies on blended learning in higher education were primarily published in the form of articles in English between the years 2002-2021. It is also deduced that Spain stands out, especially in producing publications, and these studies are generally published in the Conference Proceedings Citation Index - Social Science & Humanities (CPCI-SSH) index type. The most active journal with high citation density is Computers & Education, and the country that collaborates most is England. Regarding the keywords used in the articles, while the concepts of online learning, higher education, and student participation are prominent in the studies conducted in the first years, the concepts such as flipped classrooms, Edmodo, sustainability, gamification, mobile learning, and emotions came to the fore in the following years. In this context, discussions were conducted within the framework of the literature, and suggestions were made related to the findings obtained.

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“…İlgili alan yazın incelendiğinde, harmanlanmış öğrenme modeli ile ilgili 2005-2014 yılları arasında yapılan tez araştırmaları hakkında bir makale (Hebebci & Usta, 2015) ve 2003-2014 yılları arasında yapılan tez araştırmaları (Dikmen, Ocak & Efe, 2018) ile ilgili bir tam metin bildiri olmak üzere sadece iki çalışmaya ulaşılmıştır. Bu araştırmalarda harmanlanmış öğrenme modeli konusunda gerçekleştirilen tez araştırmaları incelenirken makale ve bildiriler ile ilgili doküman incelemesi yapılmamıştır.…”

Section: şEkil 1 Harmanlanmış öğRenme Modeliunclassified

Examination of National Studies on the Blended Learning Model

SONTAY

Karamustafaoğlu

2022

Ulusal Eğitim Akademisi Dergisi

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Blended learning is a method used to create more productive learning environments under the guidance of teacher by incorporating technology into teaching in addition to face-to-face learning. The interest in technology support and online learning environments in face-to-face learning has increased due to the fact that technology has become more involved in our lives and the Covid-19 pandemic in recent years. The purpose of this research is to examine the thesis, article, and conference proceedings on blended learning between 2007 and 2021 using various criteria. For this purpose, the research was carried out using document analysis, one of the qualitative research methods. In the research, YÖK Academic and YÖK Thesis Center were used to access the documents. A total of 235 scientific studies, including theses, article and conference proceedings were found as a result of the research. The obtained data were analyzed by descriptive analysis. As a result of the research, it was determined that the majority of the studies examined were carried out in undergraduate sample groups and in the field of computer and instructional technology education. In addition, it was revealed that more than half of the studies were prepared using the quasi-experimental method in accordance with the quantitative research approach.

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Türki̇ye’de Harmanlanmiş Öğrenme Eği̇li̇mleri̇: Bi̇r Li̇teratür Çalişmasi

Abstract: Ertuğrul USTA  Öz Bu araştırmanın amacı, harmanlanmış öğrenme ile ilgili YÖK Ulusal Tez

Cited by 15 publications

References 1 publication

Effectiveness of Gamification Elements in Blended Learning Environments

Effectiveness of Gamification Elements in Blended Learning Environments

Blended Learning in Higher Education: A Bibliometric Analysis

Examination of National Studies on the Blended Learning Model

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