KUANTUM ÖĞRENME DÖNGÜSÜ İLE DESTEKLENEN HARMANLANMIŞ ÖĞRENMENİN ÖĞRETMEN ADAYLARI PERSPEKTİFİNDEN Q METODU İLE İNCELENMESİ

Bu çalışmanın amacı öğretmen adaylarının Kuantum öğrenme döngüsü ile desteklenen harmanlanmış öğrenme ders tasarımına ilişkin algılarını Q metodu aracılığıyla ortaya koymaktır. Araştırma, öğretmen adaylarının sürece ilişkin fikir birliğinde olduğu noktaların açığa çıkarılması, süreç boyunca en önemli görülen aşamaların önem derecesi belirlenerek değerlendirmeler yapılabilmesi ve çıkarımlarda bulunmayı sağlaması noktasında önem taşımaktadır. Araştırma verileri 2014-2015 eğitim öğretim yılında Gaziantep Eğitim Fakültesi İlköğretim Matematik Öğretmenliği 3. Sınıfa devam eden 31 ilköğretim matematik öğretmen adayından; araştırmacı tarafından hazırlanan Q dizgisi ve yargı cümleleri aracılığıyla toplanmıştır. Verilerin analizi için "PQMETHOD 2.35" yazılımı kullanılmıştır. Verilerin analizi sonucu öğretmen adaylarının sürece ilişkin olumlu fikir birliği içerisinde oldukları ve kendilerinin aktif olduğu etkinliklerde yer almaktan memnun oldukları tespit edilmiştir. Sonuçlara yönelik olarak harmanlanmış öğrenme ders tasarımlarında yer alan öğrencilerin aktif katılım gösterebileceği uygulamalara yer verilmesi gibi önerilerde bulunulmuştur

INVESTIGATION OF BLENDED LEARNING SUPPORTED BY THE QUANTUM LEARNING DESIGN FRAMEWORK FROM THE PERSPECTIVES OF PROSPECTIVE TEACHERS BY USING Q METHOD

The purpose of this study is to determine prospective teachers' perceptions concerning blended learning course design supported by Quantum learning design framework by using Q method. The current research is significant in that it attempts to unearth the points that prospective teachers reached a consensus about the process, make evaluations about the phases which were considered to be the most important by determining their significance level and make inferences towards practice. Research data were gathered from 31 3rd year-prospective teachers studying at Mathematics Teaching Department of Gaziantep Education Faculty in 2014-2015 academic year through a Q-set and judgment statements prepared by the researcher. PQMETHOD 2.35 software was used to analyse the data. As a consequence of data analysis, it was found that prospective teachers reached a positive agreement on the course process, and mostly enjoyed taking part in the activities in which they were active. Based on the research results, it may be suggested that the practices that students can take an active role need to be included in blended learning course designs

PDF

___

Aygün, M. (2011). Algo-Heuristik kurama dayalı harmanlanmış öğrenme ortamlarının öğrencilerin sunum hazırlama becerilerine ve derse yönelik tutumlarına etkisi. Yayınlanmamış yüksek lisans tezi, Ahi Evran Üniversitesi, Fen Bilimleri Enstitüsü.
Bath, D. & Bourke, J. (2010). Getting started with blended learning. GIHE.
Bielawski, L. & Metcalf, D. S. (2003). Blended elearning: Integrating knowledge, performance, support, and online learning. Human Resource Development.
Bliuc, A. M., Goodyear, P. & Ellis, R. A. (2007). Research focus and methodological choices in studies into students' experiences of blended learning in higher education. The Internet and Higher Education, 10(4), 231-244. doi:10.1016/j.iheduc.2007.08.001
Bloom, B. S. (1976). Human characteristics and school learning, New York: McGraw-Hill.Brown, 1999
Bonk, C. J. & Graham, C. R. (2006). The handbook of blended learning. San Francisco, CA: Pfeiffer.
Camp, William G. (1990). Participation in student activities and achievement: A covariance structural analysis. The Journal of Educational Research, 83(5), 272-278.
Carmody, K. & Berge, Z. (2005). Existential elements of the online learning experience. International Journal of Education and Development using ICT,1(3).
Chen, K. C. & Jang, S. J. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26(4), 741-752.
Chickering, A. W. & Ehrmann, S. C. (1996). Implementing the seven principles: Technology as a lever. American Association of Higher Education Bulletin, 49(2), 3-6.
Coogan, J. & Herrington N. (2011). Q methodology: an overview, in research in secondary teacher education, 1(2), 24-28.
Çobanoğlu, A. A. Information Technology Student Teachers' B-learning Satisfaction Levels.
Davies, J. & Graff, M. (2005). Performance in e-learning: online participation and student grades. British Journal of Educational Technology, 36(4), 657-663.
Demir, F. & Kul, M. (2011). Modern bir araştırma yöntemi olarak; Q metodu. Ankara: Adalet Yayınları.
DePorter, B. & Hernacki M. (1992). Quantum learning: Unleashing the genius in you. Dell Publishing Group.
DePorter, B., Reardon M. & Nourie S. S. (1999). Teaching orchestrating student success. A Viacom Company. 5, 99-100
Donnelly, R. (2010). Harmonizing technology with interaction in blended problem-based doi:10.1016/j.compedu.2009.08.012 Computers ve Education, 54(2), 350-359.
Driscoll, M. (2002). Blended learning: Let's get beyond the hype. Retrieved from http://www-07.ibm.com/services/pdf/blended_learning.pdf
Finn, A. & Bucceri, M. (2004). A case study approach to blended learning, Centra Software, Inc.
Garnham, C. & Kaleta, R. (2002). Introduction to hybrid courses. Teaching with technology today, 8(6), 1-2.
Garrison, D. R. & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105.
Gecer, A. (2013). Lecturer-Student Communication in Blended Learning Environments. Educational Sciences: Theory and Practice, 13(1), 362-367.
Geçer, A. & Dağ, F. (2012). Bir Harmanlanmış Öğrenme Tecrübesi. Kuram ve Uygulamada Eğitim Bilimleri, 12 (1), 425-442.
Ginns, P. & Ellis, R. (2007). Quality in blended learning: Exploring the relationships between on-line and face-to-face teaching and learning. The Internet and Higher Education, 10(1), 53-64.
Glen, R. A. (2005). The Tasmanides of eastern Australia. Geological Society, London, Special Publications, 246(1), 23-96.
Grabinger R.S. & Dunlap, J.C. (2000). Rich environments for active learning: A definition. D. Squires, G. Conole, G. Jacobs (Eds.), The changing face of learning technology, University of Wales Press, Cardiff (2000), pp. 8-38.
Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C.J. Bonk ve C. R. Graham (Eds.), Handbook of blended learning: Global perspectives, local designs (pp. 3-21). San Francisco, CA: Pfeiffer.
Güzer, B. & Caner, H. (2014). The past, present and future of blended learning: An in depth analysis of literature. Procedia-Social and Behavioral Sciences, 116, 4596-4603.
Hanbay, O. (2009). Kuantum Öğrenme Temelli Öğreterek Öğrenme Yönteminin İkinci Yabancı Dil Olarak Almancanın Öğrenilmesine Etkisi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 1(12), 17-27.
Harding, A., Kaczynski, D. & Wood, L. (2005). Evaluation of blended learning: analysis of qualitative data. In Proceedings of uniserve science blended learning symposium 56-61.
Herloa, D. (2015). Improving Efficiency of Learning in Education Master Programs, by Blended Learning. Procedia-Social and Behavioral Sciences,191, 1304- 1309.
Hsu, L. -L. (2011). Blended learning in ethics education: A survey of nursing students. Nursing Ethics, 18(3), 418-430.
Johnson, C. P. (2014). Increasing students' academic involvement: Chilean teacher engagement with learners in blended English as a foreign language courses (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3601549)
Jonas, D. & Burns, B. (2010). The transition to blended e-learning. Changing the focus of educational delivery in children's pain management. Nurse Education in Practice, 10(1), 1-7.
Kocaman Karoğlu, A., Kiraz, E. & Özden, M. Y. (2014). Yükseköğretimde Karma bir Dersin Tasarımında İyi Uygulama İlkeleri.Education ve Science/Egitim ve Bilim, 39(173).
Korr, J., Derwin, E. B., Greene, K. & Sokoloff, W. (2012). Transitioning an adult-serving university to a blended learning model. The Journal of Continuing Higher Education, 60, 2-11.
Le Tellier, J. P. (2006). Quantum learning ve instructional leadership in practice. Corwin Press.
Lewis, R. W. B. (2009). The American Adam. University of Chicago Press.
Lim, D. H. & Morris, M. L. (2009). Learner and instructional factors influencing learning outcomes within a blended learning environment. Educational Technology ve Society, 12(4), 282-293.
López-Pérez, M. V., Pérez-López, M. C. ve Rodríguez-Ariza, L. (2011). Blended learning in higher education: Students' perceptions and their relation to outcomes. Computers ve Education, 56(3), 818-826.
Merrill, M. D. (2002). First principles of instruction. Educational technology research and development, 50(3), 43-59.
Mihaila-Lisa, G. (2003). Suggestopedia - A Wonder Approach To Learning Foreign Languages?.
Minewiser, L. (2000). Accessing the "Reserve Capacities:" Suggestopedia, the Brain, and Mind-Body Learning. Journal of Accelerated Learning And Teaching, 25(1ve 2).
Naaj, M. A., Nachouki, M. & Ankit, A. (2012). Evaluating student satisfaction with blended learning in a gender-segregated environment. Journal of Information Technology Education: Research, 11(1), 185-200.
Nazarenko, A. L. (2015). Blended Learning vs Traditional Learning: What Works?(A Case Study Research). Procedia-Social and Behavioral Sciences, 200, 77- 82.
Nor, A. S. M. & Kasim, N. A. A. (2015). Blended Learning Web Tool Usage among Accounting Students: A Malaysian Perspective. Procedia Economics and Finance, 31, 170-185.
Osgerby, J. (2013). Students' perceptions of the introduction of a blended learning environment: An exploratory case study. Accounting Education, 22(1), 85- 99.
Osguthorpe, T. R. & Graham, C. R. (2003). Blended learning environments: Definitions and directions. Quarterly Review of Distance Education, 4(3), 227-233.
Pesen, A. (2014). Harmanlanmış öğrenme ortamının öğretmen adaylarının akademik başarısına, ders çalışma alışkanlıklarına ve güdülenme düzeylerine etkisi. Yayımlanmamış Doktora Tezi, Dicle Üniversitesi, Eğitim Bilimleri Enstitüsü.
Picciano, A. G., Dziuban, C. D. & Graham, C. R. (2013). Blended learning: Research perspectives (Vol. 2). Routledge.
Poon, J. (2012). Use of blended learning to enhance the student learning experience and engagement in property education. Property management, 30(2), 129-156.
Precel, K., Eshet-Alkalai, Y. & Alberton, Y. (2009). Pedagogical and design aspects of a blended learning course. The International Review of Research in Open and Distributed Learning, 10(2).
Ramlo, S. (2011). Using word clouds to visually present Q methodology data and findings. Journal of Human Subjectivity, 9(2), 95-108.
Ramlo, S. E., McConnell, D., Duan, Z. H. & Moore, F. B. (2008). Evaluating an inquiry-based bioinformatics course using Q methodology. Journal of Science Education and Technology, 17(3), 219-225.
Rovai, A. P. & Downey, J. R. (2010). Why some distance education programs fail while others succeed in a global environment. The Internet and Higher Education, 13(3), 141-147.
Saliba, G., Rankine, L. & Cortez, H. (2013). Fundamentals of blended learning. University of Western Sydney.
Sharpe, R., Benfield, G., Roberts, G. & Francis, R. (2006). The undergraduate experience of blended elearning: A review of UK literature and practice. York, UK: The Higher Education Academy. Retrieved from http://www.heacademy.ac.uk/assets/documents/teachingandresearch/Sharpe_ Benfield_Roberts_Francis.pdf
Singh, H. & Reed, C. (2001). A white paper: Achieving success with blended learning. Centra software, 1.
Smyth, S., Houghton, C., Cooney, A. & Casey, D. (2012). Students' experiences of blended learning across a range of postgraduate programmes. Nurse education today, 32(4), 464-468.
So, H. J. (2009). Is blended learning a viable option in public health education? A case study of student satisfaction with a blended graduate course. Journal of Public Health Management and Practice, 15(1), 59-66.
Stacey, E. & Gerbic, P. (2008). Success factors for blended learning. In R. Atkinson ve C. McBeath (Eds.), Hello Where are you in the landscape of educational technology? Proceedings of the 25th ASCILITE Conference 964-968. Melbourne, Australia: Deakin University.
Tüysüz, C., Tatar, E., ve Kuşdemir, M. (2010). Probleme Dayalı Öğrenmenin Kimya Dersinde Öğrencilerin Başarı ve Tutumlarına Etkisinin İncelenmesi/Effect Of The Problem Based Learning On Students' Achievement And Attitude In Chemistry. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(13).
Van Exel, J. & De Graaf, G. (2005). Q methodology: A sneak preview.
Wang, M. J. (2010). Online collaboration and offline interaction between students using asynchronous tools in blended learning. Australasian Journal of Educational Technology, 26(6), 830-846.
Whitelock, D. & Jelfs, A. (2003). Editorial for special issue on blended learning: Blending the issues and concerns of staff and students. Journal of Educational Media, 28(2-3), 99-100.
Williams, N. A., Bland, W. & Christie, G. (2008). Improving student achievement and satisfaction by adopting a blended learning approach to inorganic chemistry. Chemistry Education Research and Practice, 9(1), 43-50.
Yen, J.-C. & Lee, C.-Y. (2011). Exploring problem solving patterns and their impact on learning achievement in a blended learning environment. Computers ve Education, 56(1), 138-145.