Karma Öğrenme Öğrencilerinin Transaksiyonel Uzaklık Algıları ve Öğrenme Yaklaşımlarına Yönelik Boylamsal ve Kesitsel Bir Araştırma

Karma transaksiyonel uzaklık algılarının öğrenim sürelerindeki değişimi önemli bir konudur. Araştırmada karma öğrenme öğrencilerinin öğrenim süresince transaksiyonel uzaklık algılarının ve öğrenme yaklaşımlarının değişip değişmediği araştırılmıştır. Ayrıca öğrencilerin öğrenme yaklaşımları ile transaksiyonel uzaklık algıları arasındaki ilişki incelenmiştir. Araştırmada boylamsal ve kesitsel tarama modeli kullanılmıştır. Araştırma sonucunda öğrencilerin derin öğrenme yaklaşımları ve diyalog algıları öğrenim gördükleri süre arttıkça azalırken yüzeysel öğrenme yaklaşımları ve algıladıkları kontrol artmaktadır. Yapı esnekliği, içerik organizasyonu ve özerlik boyutlarında anlamlı farklılık bulunamamıştır

A Longitudinal and Cross-Sectional Research on the Learning Approaches and Transactional Distance in Students of Blended Learning

The learning approaches and the change in the perception of transactional distance throughout the education period of the blended learning students, is an important topic. This study investigates whether the learning approaches and sense of transactional distance of the blended learning students changes during their education. In addition, the relation between the learning approaches and sense of transactional distance of the students has been studied. Longitudinal and Cross-Sectional survey models were used and the results of this study revealed that with the advancement of the studies, the deep learning approaches and sense of dialog of the students decreases, while the surface learning approaches and sensed control increases. No significant difference has been found in the structure flexibility, content organization and autonomy dimensions.

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