Türk Hazırlık Sınıfı Öğrencilerinin Karma Öğrenme Yaklaşımının Uygulaması Sonrasında Özerk Öğrenme Konusunda Görüşleri

Bu araştırmada dil eğitimi ile ilgili iki konu üzerinde durulmuştur: Öğrenen özerkliği ve harmanlanmış öğrenme. Bu araştırmanın amacı, harmanlanmış öğrenme yaklaşımının uygulamasından hemen sonra üniversite düzeyindeki öğrencilerin kendi özerk öğrenmeleri hakkındaki inançlarını incelemektir. Araştırmada ilk önce akademik amaçlar için İngilizce yazma dersi için harmanlanmış öğrenme yaklaşımı oluşturulmuştur. Bu bağlamda, hem ders yönetim sistemindeki etkinlikler hem de çevrimiçi dergi yazımı bu sınıf içi derse eklenmiştir. Veri toplama Aralık 2019'da bir Türk devlet üniversitesinde gerçekleştirilmiştir. Derse kayıtlı 21 öğrenci araştırmaya katılmış ve kendi öğrenimleri, özellikle de özerk dil öğrenimleri hakkındaki görüşlerini soran bir anketi gönüllü olarak doldurmuştur. Öğrencilerden beşi ayrıca yarı yapılandırılmış bir görüşme sürecine katılmayı kabul etmiştir. Her iki araştırma aracından elde edilen verilere göre, Türk hazırlık sınıfı öğrencileri özerk dil öğrenimleri hakkında olumlu görüşlere sahiptirler. Ayrıca, harmanlanmış öğrenme yaklaşımının mevcut dersi öğrenmelerini ve gelecekteki öğrenme ortamları için uyarlanabilir becerilerinin oluşmasını kolaylaştırdığı belirtilmiştir. Son olarak, bu araştırma, ders tasarımcılara, politika yapıcılara ve araştırmacılara, sınıf içi müfredat ve öğrenme çıktısıyla tutarlı harmanlanmış öğrenme ortamı tasarlanması ile ilgili önerilerde bulunulmaktadır.

TURKISH PREP CLASS STUDENTS’ VIEWS ON AUTONOMOUS LEARNING AFTER THE IMPLEMENTATION OF A BLENDED LEARNING APPROACH

This paper is focused on two issues, learner autonomy and blended learning, in language education by presenting an empirical study. The study aims to investigate universitylevel students’ beliefs about their autonomous learning just after the implementation of a blended learning approach. In order to set up this approach, the study integrated the practice of both activities from a course management system and online journal writings into an English writing course for academic purposes in a Turkish state university. Data collection took place in December 2019. Among course takers, 21 voluntarily filled out a survey asking about their views on their learning, particularly autonomous language learning. Afterwards, five of them agreed to attend a semi-structured interviewing process. Data from both research instruments indicated that Turkish prep class students had positive feelings about autonomous language learning. The findings also showed that the combination of classroom learning with online learning facilitated their learning of the current course and their adaptable skills for future learning environments. Accordingly, the study makes some recommendations for course designers, policymakers and researchers to consider designing a blended learning environment consistent with the classroom curriculum and learning outcomes.

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