A Review of Studies on Academic Success in Blended Learning Approach in Turke...HALİL COŞKUN ÇELİK
The purpose of this study is to conduct content analysis of studies on the effect of blended learning approach on
academic success and determine the trends of these studies. In the study, 51 studies, which were accessed as a full text
based on the keyword "blended learning" in higher education academic search engine by using the purposive sampling
method, were subjected to content analysis through the Publication Classifcation Form (PCF). These studies were reviewed in terms of "study subject area, year of publication, research method, sampling method, sample group and size, data collection tools and data analysis methods".
Frequency and percentage ratios were used in the analysis of data and the fndings are presented in tables. Findings show that studies on blended learning were mostly conducted in 2012. It was found that quantitative research method was preferred more, simple random sampling stood
out, primary school students were mostly included in the sample group, and the sample group generally consisted of between 31-100 people in these studies. As a data analysis method, single data analysis method was preferred more and the academic success was frequently addressed as the research subject
1) Heutagogy is a self-determined approach to learning where students take responsibility for determining what and how they learn. It emphasizes flexibility, empowering students, and developing lifelong learning skills.
2) The online classroom is well-suited for heutagogy through its flexibility, 24/7 access, and emphasis on collaboration. However, it also requires strong time management and independence from students.
3) While heutagogy may not be right for all students, it is becoming a preferred approach for adult learners and prepares students for 21st century skills of knowing how to learn.
The relative effectiveness of three evaluation techniques on academic perform...Alexander Decker
This document summarizes a study that examined the relative effectiveness of three evaluation techniques (closed book, open book, and open time) on the academic performance of secondary school students in integrated science in Ondo State, Nigeria.
The study involved 300 students selected from rural and urban schools who were evaluated using the three techniques. Results from a standardized achievement test and students' cumulative assessment scores were analyzed using ANOVA.
The results showed that there were significant differences in student performance based on the evaluation technique used. Performance was highest with closed book, next highest with open book, and lowest with open time. Additionally, the interaction between location and evaluation technique produced a significant effect on student learning outcomes.
Based on the findings
There are three main cognitive learning styles - visual, auditory, and kinesthetic. Each style has different characteristics about how information is processed and learned. Visual learners prefer using images and seeing information, auditory learners retain information through hearing and speaking, and kinesthetic learners like using hands-on approaches. Understanding your preferred learning style can help maximize studying by using techniques tailored to each individual.
1) The document summarizes research on understanding student engagement in blended learning environments. It aimed to determine which flexible and distributed learning techniques positively engaged students and how these techniques could be applied to other modules.
2) Qualitative findings suggested that students valued interaction with instructors and peers through techniques like voice-over PowerPoints and social media discussions. Learning environment was also a factor.
3) Recommendations included deliberately designing technology use based on course content and assessment, and ensuring opportunities for valued interaction while allowing flexible use of outside technologies. A wide range of techniques could potentially transfer to other modules.
The document discusses a study that investigated Taiwanese college students' experiences learning English from native English-speaking teachers (NETs) in Taiwan. It provides background on cultural differences between Taiwanese and Western approaches to education. The study aimed to understand differences between students' expectations and experiences regarding teaching content/approach, and how students adjusted. It used questionnaires with 617 students and found significant differences between expectations/preferences and experiences, though not for one teaching approach item. Open-ended responses revealed how students adapted culturally and linguistically to their NETs' classes.
Assessing the efficacy of an interactive thinking tools based teaching progra...Alexander Decker
This study aimed to assess the efficacy of an interactive thinking tools-based teaching program in teaching hearing impaired individuals. The sample included 20 male and female students with hearing disabilities randomly assigned to experimental and control groups. The experimental group received instruction using the interactive program while the control group received traditional instruction. Results found statistically significant differences between the groups on measures of achievement motivation, with the experimental group scoring higher. The study concluded the interactive program was effective at stimulating achievement motivation and recommended training teachers to use such computerized programs for hearing impaired students.
This study examined the effects of scaffolding and collaborative instructional approaches on secondary school students' psychomotor achievement in basic electronics in North-Central Nigeria. The study adopted a quasi-experimental design and involved 105 secondary school students. Students were taught basic electronics using either scaffolding or collaborative instructional approaches, and their psychomotor achievement was measured using a test. The study found that both scaffolding and collaborative approaches improved students' achievement, but the collaborative approach was more effective. Additionally, there was no significant difference in achievement between male and female students when taught using the two approaches. The study concluded that teachers should adopt collaborative instructional approaches to effectively teach basic electronics.
A Review of Studies on Academic Success in Blended Learning Approach in Turke...HALİL COŞKUN ÇELİK
The purpose of this study is to conduct content analysis of studies on the effect of blended learning approach on
academic success and determine the trends of these studies. In the study, 51 studies, which were accessed as a full text
based on the keyword "blended learning" in higher education academic search engine by using the purposive sampling
method, were subjected to content analysis through the Publication Classifcation Form (PCF). These studies were reviewed in terms of "study subject area, year of publication, research method, sampling method, sample group and size, data collection tools and data analysis methods".
Frequency and percentage ratios were used in the analysis of data and the fndings are presented in tables. Findings show that studies on blended learning were mostly conducted in 2012. It was found that quantitative research method was preferred more, simple random sampling stood
out, primary school students were mostly included in the sample group, and the sample group generally consisted of between 31-100 people in these studies. As a data analysis method, single data analysis method was preferred more and the academic success was frequently addressed as the research subject
1) Heutagogy is a self-determined approach to learning where students take responsibility for determining what and how they learn. It emphasizes flexibility, empowering students, and developing lifelong learning skills.
2) The online classroom is well-suited for heutagogy through its flexibility, 24/7 access, and emphasis on collaboration. However, it also requires strong time management and independence from students.
3) While heutagogy may not be right for all students, it is becoming a preferred approach for adult learners and prepares students for 21st century skills of knowing how to learn.
The relative effectiveness of three evaluation techniques on academic perform...Alexander Decker
This document summarizes a study that examined the relative effectiveness of three evaluation techniques (closed book, open book, and open time) on the academic performance of secondary school students in integrated science in Ondo State, Nigeria.
The study involved 300 students selected from rural and urban schools who were evaluated using the three techniques. Results from a standardized achievement test and students' cumulative assessment scores were analyzed using ANOVA.
The results showed that there were significant differences in student performance based on the evaluation technique used. Performance was highest with closed book, next highest with open book, and lowest with open time. Additionally, the interaction between location and evaluation technique produced a significant effect on student learning outcomes.
Based on the findings
There are three main cognitive learning styles - visual, auditory, and kinesthetic. Each style has different characteristics about how information is processed and learned. Visual learners prefer using images and seeing information, auditory learners retain information through hearing and speaking, and kinesthetic learners like using hands-on approaches. Understanding your preferred learning style can help maximize studying by using techniques tailored to each individual.
1) The document summarizes research on understanding student engagement in blended learning environments. It aimed to determine which flexible and distributed learning techniques positively engaged students and how these techniques could be applied to other modules.
2) Qualitative findings suggested that students valued interaction with instructors and peers through techniques like voice-over PowerPoints and social media discussions. Learning environment was also a factor.
3) Recommendations included deliberately designing technology use based on course content and assessment, and ensuring opportunities for valued interaction while allowing flexible use of outside technologies. A wide range of techniques could potentially transfer to other modules.
The document discusses a study that investigated Taiwanese college students' experiences learning English from native English-speaking teachers (NETs) in Taiwan. It provides background on cultural differences between Taiwanese and Western approaches to education. The study aimed to understand differences between students' expectations and experiences regarding teaching content/approach, and how students adjusted. It used questionnaires with 617 students and found significant differences between expectations/preferences and experiences, though not for one teaching approach item. Open-ended responses revealed how students adapted culturally and linguistically to their NETs' classes.
Assessing the efficacy of an interactive thinking tools based teaching progra...Alexander Decker
This study aimed to assess the efficacy of an interactive thinking tools-based teaching program in teaching hearing impaired individuals. The sample included 20 male and female students with hearing disabilities randomly assigned to experimental and control groups. The experimental group received instruction using the interactive program while the control group received traditional instruction. Results found statistically significant differences between the groups on measures of achievement motivation, with the experimental group scoring higher. The study concluded the interactive program was effective at stimulating achievement motivation and recommended training teachers to use such computerized programs for hearing impaired students.
This study examined the effects of scaffolding and collaborative instructional approaches on secondary school students' psychomotor achievement in basic electronics in North-Central Nigeria. The study adopted a quasi-experimental design and involved 105 secondary school students. Students were taught basic electronics using either scaffolding or collaborative instructional approaches, and their psychomotor achievement was measured using a test. The study found that both scaffolding and collaborative approaches improved students' achievement, but the collaborative approach was more effective. Additionally, there was no significant difference in achievement between male and female students when taught using the two approaches. The study concluded that teachers should adopt collaborative instructional approaches to effectively teach basic electronics.
The document summarizes an article that argues for using inquiry-based learning to teach information retrieval. It outlines the author's experience using this approach over 5 years of teaching an undergraduate module. The author claims inquiry-based learning encourages deep learning and that information retrieval lends itself well to this method as there are no right or wrong answers. However, the argument would be strengthened with student feedback or assessment results as evidence. The underlying theoretical orientation is constructivist and cognitive, aiming to move students from passive to active learning.
Immersive virtual reality may help reduce foreign language speaking anxiety in EFL learners. The study used a 2x2 factorial design with 140 students assigned to groups that received a speaking intervention either through immersive VR or a traditional classroom, and with lessons based on either situated learning theory or a traditional approach. Questionnaires and speaking tests before and after the interventions showed VR and situated learning reduced self-reported speaking anxiety more than the traditional methods. Student feedback also indicated VR created a low-pressure environment that improved willingness to communicate and language skills.
Educational technology mdia method in teaching and learning progressAziz Ahmad
This document summarizes a study that evaluated the effectiveness of using educational technology media to teach Jawi script in primary schools in Malaysia. A group of 52 students were taught Jawi both with traditional methods and with educational technology media methods. Test results found that using educational technology media led to a greater improvement in student performance and understanding of Jawi, with over 63% of students increasing their scores, compared to 42% with traditional teaching. The study concludes that educational technology stimulates more effective learning and improves student engagement and interactive learning.
The Use of Open Educational Resources by Adult Learning Professionals - A Sys...DenisaCentea
The document summarizes the results of a systematic literature review on the use of open educational resources (OER) by adult education professionals. The review found that adult learning has the lowest level of OER development compared to other sectors. Barriers to OER use in adult education identified in the literature include a lack of understanding about technology among teachers, a lack of institutional support, and issues with OER quality and skills/time of practitioners. Experimental practice by educators and changes in beliefs, knowledge, and institutional culture were found to support greater adoption of open education practices.
This document discusses the use of mobile learning (m-learning) in undergraduate education. It begins by introducing m-learning and how it allows students to access educational materials anywhere through mobile devices. It then states the purpose is to study the effects of m-learning tools on student academic achievement. Finally, it reviews literature that has found m-learning can enhance the learning process and student performance when used as a supplement to traditional classroom learning.
Aldalalah 2014 - perceptions of blended learning competencies and obstacles...Zalina Zamri
The purpose of this study was to investigate the effects of locus of control and anxiety level on the Jordanian educational technology students’ perceived blended learning competencies and obstacles.
The research examined the effectiveness of activities collaborative group poster strategy and on academic achievement of senior secondary school students on genetics concept in Dawakin-kudu Educational Zone Kano State, Nigeria. The study has three research objectives guided by three research questions and three hypotheses.
Effect of a Blended e-Learning Environment on Students' Achievement and Attit...Ibrahim Al-badi
The document discusses a study that investigated the effect of a blended e-learning environment on students' achievement and attitudes toward e-learning at the university level. A sample of 43 female students were randomly assigned to either a blended e-learning approach or a traditional face-to-face teaching approach for a photography course. Results showed no significant difference in achievement between the two groups, but students in the blended e-learning approach had significantly more positive attitudes toward e-learning. The introduction provides background on the increasing use of technology and e-learning in education.
Thinking Differently: A Visual Note Recording Strategy to Improve LearningDr. Almodaires
The use of visuals in the learning environment is increasing every day. The idea of connecting images with existing knowledge is one way to effectively learn and remember........
The study compared the effects of peer coaching versus traditional coaching for pre-service teachers. Thirty-two undergraduate students were randomly assigned to either the peer coaching group, where they observed and provided feedback to each other, or the traditional supervision group. Both groups received training and taught lessons over seven weeks, which were evaluated. Results showed peer coaching improved clarity skills, reasoning, and attitudes more than traditional supervision.
Effectiveness of video based cooperative learning strategy on high, medium an...Gambari Isiaka
The study investigated the effects of cooperative, competitive, and individualistic video-based instructional strategies on the math performance of high, medium, and low achieving students. 120 secondary students were assigned to the four groups: cooperative video instruction, competitive video instruction, individualized video instruction, and conventional teaching as the control group. Analysis of variance found significant differences in performance between the groups, favoring cooperative learning. Cooperative learning was most effective in improving performance across achievement levels compared to competitive and individualized settings. The study recommends the use of cooperative learning strategies in math teaching.
An Examination of Students’ Learning Styles and Motivation in an Online Learn...dianang73
This document summarizes research on e-learning, learning styles, and motivation. It discusses key findings from studies that examined how incorporating learning styles into e-learning design impacts student success, how to best measure success in online environments, and the relationship between motivation, learning strategies, and student preferences for online or traditional courses. The document concludes by proposing areas for future research, such as examining how student preferences can be integrated into online course design and determining which instructional strategies best support students with different learning styles.
Attitudes of nursing and midwifery school's student toward blended learning a...Alexander Decker
The document summarizes a study that investigated nursing and midwifery students' attitudes toward blended learning at Mazandaran University of Medical Sciences in Iran. A survey was administered to 134 randomly selected students and found that the majority had positive attitudes toward blended learning. Results showed no significant relationships between demographic factors like age and gender and students' attitudes. The study recommends further research to design and implement blended learning approaches in nursing and midwifery education at the university.
This study investigated female students' attitudes toward a web-enhanced educational technology course at the United Arab Emirates University. 66 female students enrolled in three sections of the course completed a survey about their experiences. The researchers found that incorporating web-based components into the traditional face-to-face course was viewed positively by students and enriched the learning environment. Prior computer experience, learning preferences, and experience with web-enhanced courses influenced students' attitudes. While the methodology provided useful findings, interviews may have provided additional insights into factors shaping students' perspectives. The study demonstrated educational benefits to a blended approach but noted support and resources would need to continue improving for long-term success.
This exploratory study was aimed at evaluating a module on the basis of the constructivist learning strategies to enhance the students’ motivation in Statistics learning. The design and development followed the Universal Design of Learning principles. The design included flexible instructional materials, techniques, and strategies for differentiating instruction which benefited the students of English Education Department taking the Statistics course. The study used a survey covering of 33 students. The students’ and teacher’ responses to questionnaires revealed that the students’ motivation and satisfaction increased toward the Statistics course in which Universal Design of Learning using various means of representation, action, and engagement was applied. It also suggested that the module was effective and that the Universal Design of Learning Model from the learners’ viewpoint put more emphasis on instruction. Its content was suitable in designing and developing module on Statistics in the higher educational context in Indonesia. The study results are expected to reveal information on how to further improve the Statistics teaching and learning quality. The implications of the research are provided along with suggestions.
This document summarizes a research study that examined the influence of teachers' professional competencies on student achievement. The study used a quantitative research design and survey methodology. Data analysis revealed that teachers' professional knowledge in terms of teaching practices and technology integration had a positive significant impact on student achievement. The study also found teachers had high self-perceptions of their professional development in improving professional knowledge and technology integration. The study concluded that teachers' self-development in content, pedagogical and technological knowledge significantly positively impacts student achievement.
Effectiveness of Flipped Learning: Improving Pre-service Teachers’ Prowess in...Dr. Almodaires
In the current study, the aim is to determine the effectiveness of flipped learning approach in developing pre-service teachers’ skills and knowledge in creating and editing digital videos. Furthermore, the approach was evaluated through the theoretical lens of constructivism and experiential learning
The document summarizes a dissertation on the effectiveness of a blended learning programme on student achievement in science. It includes an introduction describing blended learning and the need for the study. The study used an experimental research design with 40 7th grade students. It developed a blended learning programme, administered a pre-test and post-test, and found a significant difference in scores, indicating the programme improved student achievement in science. The dissertation concluded the blended learning programme was an effective teaching method.
This document examines student opinions on computer use in mathematics education based on their learning styles. 388 high school students completed a learning style inventory, questionnaire, and interviews. Students with diverger and accommodator learning styles had more positive opinions on computer use than those with assimilator and converger styles. Kolb's learning style model identifies four styles - diverger, assimilator, converger, and accommodator - based on how students perceive and process information.
J. Basic. Appl. Sci. Res., 3(12)18-25, 2013Muhammad Bilal
This document summarizes a research study that examined the impact of promotional tools (price discounts, coupons, free samples, and bonus packs) on product trial among Pakistani consumers for low involvement products. The study reviewed literature on the effects of these promotional tools. It developed hypotheses that each of the promotional tools would have a positive relationship with product trial. The study used a questionnaire to collect data from 300 Pakistani consumers and analyzed the relationships between the promotional tools and product trial using linear regression. The results found that all four promotional tools had a positive correlation with product trial, but that bonus packs and price discounts had a more significant impact on trial than free samples and coupons. The study provided insight into how Pakistani consumers respond to different sales promotion
This document outlines the table of contents and introduction for a research paper on class size. Chapter 1 introduces the background, problem statement, significance, objectives, research questions, limitations, and terms of the study. The study aims to examine teacher perceptions of class size, the relationship between class size and student achievement, and the relationship between class size and student attitude. The introduction provides context on debates around the impact of class size on student performance.
The document summarizes an article that argues for using inquiry-based learning to teach information retrieval. It outlines the author's experience using this approach over 5 years of teaching an undergraduate module. The author claims inquiry-based learning encourages deep learning and that information retrieval lends itself well to this method as there are no right or wrong answers. However, the argument would be strengthened with student feedback or assessment results as evidence. The underlying theoretical orientation is constructivist and cognitive, aiming to move students from passive to active learning.
Immersive virtual reality may help reduce foreign language speaking anxiety in EFL learners. The study used a 2x2 factorial design with 140 students assigned to groups that received a speaking intervention either through immersive VR or a traditional classroom, and with lessons based on either situated learning theory or a traditional approach. Questionnaires and speaking tests before and after the interventions showed VR and situated learning reduced self-reported speaking anxiety more than the traditional methods. Student feedback also indicated VR created a low-pressure environment that improved willingness to communicate and language skills.
Educational technology mdia method in teaching and learning progressAziz Ahmad
This document summarizes a study that evaluated the effectiveness of using educational technology media to teach Jawi script in primary schools in Malaysia. A group of 52 students were taught Jawi both with traditional methods and with educational technology media methods. Test results found that using educational technology media led to a greater improvement in student performance and understanding of Jawi, with over 63% of students increasing their scores, compared to 42% with traditional teaching. The study concludes that educational technology stimulates more effective learning and improves student engagement and interactive learning.
The Use of Open Educational Resources by Adult Learning Professionals - A Sys...DenisaCentea
The document summarizes the results of a systematic literature review on the use of open educational resources (OER) by adult education professionals. The review found that adult learning has the lowest level of OER development compared to other sectors. Barriers to OER use in adult education identified in the literature include a lack of understanding about technology among teachers, a lack of institutional support, and issues with OER quality and skills/time of practitioners. Experimental practice by educators and changes in beliefs, knowledge, and institutional culture were found to support greater adoption of open education practices.
This document discusses the use of mobile learning (m-learning) in undergraduate education. It begins by introducing m-learning and how it allows students to access educational materials anywhere through mobile devices. It then states the purpose is to study the effects of m-learning tools on student academic achievement. Finally, it reviews literature that has found m-learning can enhance the learning process and student performance when used as a supplement to traditional classroom learning.
Aldalalah 2014 - perceptions of blended learning competencies and obstacles...Zalina Zamri
The purpose of this study was to investigate the effects of locus of control and anxiety level on the Jordanian educational technology students’ perceived blended learning competencies and obstacles.
The research examined the effectiveness of activities collaborative group poster strategy and on academic achievement of senior secondary school students on genetics concept in Dawakin-kudu Educational Zone Kano State, Nigeria. The study has three research objectives guided by three research questions and three hypotheses.
Effect of a Blended e-Learning Environment on Students' Achievement and Attit...Ibrahim Al-badi
The document discusses a study that investigated the effect of a blended e-learning environment on students' achievement and attitudes toward e-learning at the university level. A sample of 43 female students were randomly assigned to either a blended e-learning approach or a traditional face-to-face teaching approach for a photography course. Results showed no significant difference in achievement between the two groups, but students in the blended e-learning approach had significantly more positive attitudes toward e-learning. The introduction provides background on the increasing use of technology and e-learning in education.
Thinking Differently: A Visual Note Recording Strategy to Improve LearningDr. Almodaires
The use of visuals in the learning environment is increasing every day. The idea of connecting images with existing knowledge is one way to effectively learn and remember........
The study compared the effects of peer coaching versus traditional coaching for pre-service teachers. Thirty-two undergraduate students were randomly assigned to either the peer coaching group, where they observed and provided feedback to each other, or the traditional supervision group. Both groups received training and taught lessons over seven weeks, which were evaluated. Results showed peer coaching improved clarity skills, reasoning, and attitudes more than traditional supervision.
Effectiveness of video based cooperative learning strategy on high, medium an...Gambari Isiaka
The study investigated the effects of cooperative, competitive, and individualistic video-based instructional strategies on the math performance of high, medium, and low achieving students. 120 secondary students were assigned to the four groups: cooperative video instruction, competitive video instruction, individualized video instruction, and conventional teaching as the control group. Analysis of variance found significant differences in performance between the groups, favoring cooperative learning. Cooperative learning was most effective in improving performance across achievement levels compared to competitive and individualized settings. The study recommends the use of cooperative learning strategies in math teaching.
An Examination of Students’ Learning Styles and Motivation in an Online Learn...dianang73
This document summarizes research on e-learning, learning styles, and motivation. It discusses key findings from studies that examined how incorporating learning styles into e-learning design impacts student success, how to best measure success in online environments, and the relationship between motivation, learning strategies, and student preferences for online or traditional courses. The document concludes by proposing areas for future research, such as examining how student preferences can be integrated into online course design and determining which instructional strategies best support students with different learning styles.
Attitudes of nursing and midwifery school's student toward blended learning a...Alexander Decker
The document summarizes a study that investigated nursing and midwifery students' attitudes toward blended learning at Mazandaran University of Medical Sciences in Iran. A survey was administered to 134 randomly selected students and found that the majority had positive attitudes toward blended learning. Results showed no significant relationships between demographic factors like age and gender and students' attitudes. The study recommends further research to design and implement blended learning approaches in nursing and midwifery education at the university.
This study investigated female students' attitudes toward a web-enhanced educational technology course at the United Arab Emirates University. 66 female students enrolled in three sections of the course completed a survey about their experiences. The researchers found that incorporating web-based components into the traditional face-to-face course was viewed positively by students and enriched the learning environment. Prior computer experience, learning preferences, and experience with web-enhanced courses influenced students' attitudes. While the methodology provided useful findings, interviews may have provided additional insights into factors shaping students' perspectives. The study demonstrated educational benefits to a blended approach but noted support and resources would need to continue improving for long-term success.
This exploratory study was aimed at evaluating a module on the basis of the constructivist learning strategies to enhance the students’ motivation in Statistics learning. The design and development followed the Universal Design of Learning principles. The design included flexible instructional materials, techniques, and strategies for differentiating instruction which benefited the students of English Education Department taking the Statistics course. The study used a survey covering of 33 students. The students’ and teacher’ responses to questionnaires revealed that the students’ motivation and satisfaction increased toward the Statistics course in which Universal Design of Learning using various means of representation, action, and engagement was applied. It also suggested that the module was effective and that the Universal Design of Learning Model from the learners’ viewpoint put more emphasis on instruction. Its content was suitable in designing and developing module on Statistics in the higher educational context in Indonesia. The study results are expected to reveal information on how to further improve the Statistics teaching and learning quality. The implications of the research are provided along with suggestions.
This document summarizes a research study that examined the influence of teachers' professional competencies on student achievement. The study used a quantitative research design and survey methodology. Data analysis revealed that teachers' professional knowledge in terms of teaching practices and technology integration had a positive significant impact on student achievement. The study also found teachers had high self-perceptions of their professional development in improving professional knowledge and technology integration. The study concluded that teachers' self-development in content, pedagogical and technological knowledge significantly positively impacts student achievement.
Effectiveness of Flipped Learning: Improving Pre-service Teachers’ Prowess in...Dr. Almodaires
In the current study, the aim is to determine the effectiveness of flipped learning approach in developing pre-service teachers’ skills and knowledge in creating and editing digital videos. Furthermore, the approach was evaluated through the theoretical lens of constructivism and experiential learning
The document summarizes a dissertation on the effectiveness of a blended learning programme on student achievement in science. It includes an introduction describing blended learning and the need for the study. The study used an experimental research design with 40 7th grade students. It developed a blended learning programme, administered a pre-test and post-test, and found a significant difference in scores, indicating the programme improved student achievement in science. The dissertation concluded the blended learning programme was an effective teaching method.
This document examines student opinions on computer use in mathematics education based on their learning styles. 388 high school students completed a learning style inventory, questionnaire, and interviews. Students with diverger and accommodator learning styles had more positive opinions on computer use than those with assimilator and converger styles. Kolb's learning style model identifies four styles - diverger, assimilator, converger, and accommodator - based on how students perceive and process information.
J. Basic. Appl. Sci. Res., 3(12)18-25, 2013Muhammad Bilal
This document summarizes a research study that examined the impact of promotional tools (price discounts, coupons, free samples, and bonus packs) on product trial among Pakistani consumers for low involvement products. The study reviewed literature on the effects of these promotional tools. It developed hypotheses that each of the promotional tools would have a positive relationship with product trial. The study used a questionnaire to collect data from 300 Pakistani consumers and analyzed the relationships between the promotional tools and product trial using linear regression. The results found that all four promotional tools had a positive correlation with product trial, but that bonus packs and price discounts had a more significant impact on trial than free samples and coupons. The study provided insight into how Pakistani consumers respond to different sales promotion
This document outlines the table of contents and introduction for a research paper on class size. Chapter 1 introduces the background, problem statement, significance, objectives, research questions, limitations, and terms of the study. The study aims to examine teacher perceptions of class size, the relationship between class size and student achievement, and the relationship between class size and student attitude. The introduction provides context on debates around the impact of class size on student performance.
The Influence of Parental Involvement on the Learning outcomes of their Child...iosrjce
Parental involvement in their children's education has been proven by research to improve the
children's confidence, interest and performance at school. A qualitative case study to evaluate the influence of
parental involvement was conducted. The study sample was purposively sampled and consisted of 20 school
heads, 20 teachers and 20 pupils. The researcher was the main research instrument during data gathering. She
assumed the role of the interviewer and an observer. Data were analysed using thematic content analysis. The
findings showed that, parents who had children enrolled in rural and public urban schools were less committed
to their children's learning. Further, they were not worried much about their children’s school environment.
They consulted less with the teachers and did not supervise their children’s home work. Parents whose children
were in private schools had better communication and interaction with their children’s teachers. There were
various models that were used to improve parent-teacher relationship for the betterment of the children's
learning needs. The study recommended -devolvement of engagement strategies, improved communication
channels, supervised parental involvement in school activities andmonitoring and evaluation measures to assess
performance, progress, outcome and impact of engagement strategies.
Academic Achievement of Adolescents In Relation To Parental Encouragementiosrjce
This Study examines the Academic Achievement of Adolescence and Parental encouragement, the
encouragement support exerts most direct influence upon the acquisition of academic achievement. This study
explored the extent to which the parental encouragement has relation with academic achievement among school
students. Parents play a key role in shaping students achievement. Family factors such as parent’s level of
education, Parental expectations and parental support for their children seem to extent some influences on
adolescents academic achievement. Parents play an important role in educational motivation of their children.
They provide necessary facilities and educational environment which results is better performance in school.
Parents approve and appreciate activities related to education and remove any difficult felt by their wards. This
type of behavior of Parents is known as parental encouragement. In other wards parental encouragement
refers to the guidance, communication and interest shown by the parents to promote their wards progress in
school.
Parental Involvement and Students' Achievement - P/PC argument ppointHiba Armouche
This document outlines a presentation on parental involvement and student academic achievement. It discusses different parenting styles including authoritarian, authoritative, permissive, and uninvolved and how they relate to student achievement. Authoritative parenting which involves warmth, support and setting clear expectations is positively linked to student success, while authoritarian, permissive and uninvolved styles are negatively linked. The presentation compares home-based and school-based parental involvement and discusses barriers to involvement as well as benefits. It invites schools to encourage more parental participation and involvement.
Level of influence of parental involvement on the selected tangub city nation...Elton John Embodo
This study of ours is entitled "LEVEL OF INFLUENCE OF PARENTAL INVOLVEMENT ON THE SELECTED TANGUB CITY NATIONAL HIGH SCHOOL STUDENTS.
This is the final version of our study, I hope it will help you.
Factors influencing academic achievement in quantitative courses among busine...Alexander Decker
This document summarizes a study that examined factors influencing the academic achievement of business students in quantitative courses at private higher education institutions in South Africa. A questionnaire was administered to 119 students to understand how lecturer competence, teaching methods, quality of learning materials, minimum admission criteria, and mathematics aptitude impacted their performance. The results of the analysis found that lecturer competence, teaching methods, and quality of learning materials had a significant positive influence on students' academic achievement, while mathematics aptitude and minimum admission criteria did not significantly influence achievement.
Influence of social media on the academic performance of the undergraduate st...Alexander Decker
1) The document examines the influence of social media on the academic performance of undergraduate students at Kogi State University in Nigeria. It finds that students have high levels of access to social media, especially Facebook.
2) The study also finds that exposure to social media has a negative effect on students' academic performance. Students spend more time on social media than studying, and rely on social media instead of course materials.
3) Based on these findings, the document concludes that social media exposure negatively impacts academic performance for undergraduates at Kogi State University. It recommends that students minimize social media use and focus more on academic activities.
This document provides background information and outlines the objectives and methodology for a study on factors affecting the academic performance of postgraduate students at Uganda Management Institute's Gulu Center. Specifically, the study aims to examine the relationship between academic performance and three factors: students' admission points, their parents' socioeconomic status, and their former school background. The literature review discusses previous research supporting the hypothesized relationships between these factors and academic performance. The proposed methodology is a qualitative design utilizing questionnaires distributed to current and past postgraduate students and their facilitators at UMI Gulu Center. The responses will be analyzed to determine the influence of the three independent variables on students' academic performance.
Effect of online social networking sites on student engagement and achievementliz99power
This paper reviews research on the relationship between online social networking sites (SNSs) and student engagement and achievement. Some research has found positive connections, with SNSs increasing engagement through collaboration and interaction, but negatively impacting achievement through distraction. Other studies found negative relationships, with SNS use linked to lower engagement and performance. Much of the research also shows no conclusive evidence of impacts either way. Overall, SNS participation seems to positively correlate with engagement but negatively with achievement. Further research is still needed to better understand this complex relationship between emerging technologies, student behaviors, and academic outcomes.
This document provides an introduction to a master's thesis examining the efficiency of Islamic banking in Malaysia from 2000 to 2009. It begins with background information on the growth of Islamic banking globally and in Malaysia. It then states the problem being examined is that while Islamic banking has grown rapidly, analysis of efficiency at the cross-country level is still limited. The objectives are to measure the efficiency of Islamic banks in Malaysia during this period and compare the efficiency of full-fledged Islamic banks to Islamic windows. The methodology to be used is data envelopment analysis to evaluate input and output variables from Islamic banks.
The document contains a retailer survey questionnaire about Amul ice cream. It collects information on whether retailers stock Amul ice cream, which varieties they prefer to store, their most preferred ice cream brand overall, how they obtain Amul ice cream, and their satisfaction with Amul distributors. It also asks about their awareness and interest in Amul parlor benefits and distribution opportunities. A customer survey portion collects information on customers' awareness and usage of Amul products, preferred ice cream brands, expectations of Amul ice cream quality and availability. Both surveys rate attributes like quality, brand image, availability and packaging.
THE EFFECTS OF SOCIAL NETWORKING SITES ON THE ACADEMIC PERFORMANCE OF STUDENT...Kasthuripriya Nanda Kumar
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The document is a questionnaire given to students to understand factors affecting mathematics performance. It asks students to rate themselves on interest in math, study habits, and extracurricular activities. It also asks students to rate their math teachers on personality traits, teaching skills, and use of instructional materials. The questionnaire uses a 5-point scale and collects both qualitative and quantitative data from students.
The document discusses a research study that aimed to assess the perceived effectiveness of student assistants assigned to selected offices at Holy Cross of Davao College. Specifically, it sought to understand the student assistants' perceived level of job performance, relationships with coworkers and clients, job satisfaction, ability to cope with stress, and overall effectiveness. The study used a descriptive research design and questionnaires to gather data from 37 student assistants in the guidance office, internet laboratory, and library. The findings showed that the student assistants generally felt they performed their tasks well and often maintained good relationships and satisfaction in their roles, though those in the library reported higher performance levels. The researchers recommended the student assistants be responsible in fulfilling their duties and that effective service comes from serving
To find the students awareness of social networks.
b. To find for what purposes the students are using social networks.
c. To find effects of social networks on studies of the students.
d. To find Student’s ideas on how social networks can be used positively for education purposes.
e. To find average time spent on social networks by UNIVOTEC students
f. To find average expenditure spend by students on sustenance in social network
This document presents a research proposal to study a co-design approach involving teachers, students, and researchers to generate inquiry-based learning scenarios for universities. The proposal aims to 1) study and propose an inquiry-based model to inform new learning scenario designs, 2) develop and analyze a co-design strategy involving key stakeholders, and 3) design and analyze scenarios promoting mature, autonomous ICT use by students. The research would apply a design-based methodology to explain the co-design process and support changes to teaching practices.
This document summarizes a study that investigated instructors' and learners' attitudes toward e-learning. Surveys were administered to 37 instructors and 105 learners at a university to collect data on their technology experience and attitudes toward e-learning. The surveys included questions about experience with technologies and Likert scale responses to statements about e-learning attitudes. Results from both groups were analyzed independently and compared to examine relationships between experience and attitudes. The study aimed to provide insight into factors that influence perspectives on e-learning.
The document summarizes a literature review on teaching and learning processes to enhance teaching effectiveness. It discusses three key findings from the review:
1) Providing positive and developmental feedback as well as introducing role-playing activities have a profound positive impact on student confidence and self-esteem.
2) An active learning environment that promotes inclusivity can improve faculty and student academic performance.
3) Different learning styles must be accommodated, including visual, auditory, and kinesthetic learners, through a variety of teaching methods like lectures, group work, and hands-on activities.
Blended learning environments the effectiveness in developing concepts and th...Alexander Decker
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The Role of Computer Assisted Instruction (CAI) on Students’ Language Profici...InternationalPublica
The purpose of the study is to find out the role of Computer Assisted Instruction (CAI) on
students’ language proficiency. This study used an experimental design whereby two groups of
students underwent into two different teaching methods: The controlled group who was taught
using traditional method of teaching and the experimental group who was taught with the
integration of CAI. Research evidenced indicates that the students taught using CAI had higher
increase in their language proficiency compared to the other group. CAI is an innovative approach
to the teaching learning process. Thus, the study assumes its significance and relevance in the
present context.
The student experience of a collaborative e-learning university module. Miche...eraser Juan José Calderón
The student experience of a collaborative e-learning university module
Michele Biasutti
Abstract
The aim of this paper is to present a picture of student experience of a collaborative e-learning module in an asynchronous e-learning environment. A distance learning module on music education worth five credit points for a bachelor online degree for primary school educating teachers was assessed using a self-evaluation questionnaire that gathered quantitative and qualitative data about student satisfaction of the collaborative e-learning activity. The quantitative part of the questionnaire consisted of 27 closed questions on a 10-point Likert scale and offered data about satisfaction with the module. The qualitative part of the questionnaire provided an insight into the participant perspective of the online collaborative experience. General open questions on satisfaction and dissatisfaction were analyzed with an inductive analysis which showed the evaluation criteria used by 92 students. Results of the analysis showed five themes of the participants' perspectives, which were interpreted by the researcher as: teamwork, cognitive, operating, organizing, and emotive/ethic for the positive aspects and teamwork, operating, organizing, and emotive/ethic for the aspects to be improved. The aspects that were associated with satisfaction include: collaborating, comparing ideas, sharing knowledge and skills to support each other, peer learning, analyzing and integrating different points of view, the usability of the platform, group planning and workload management. Aspects of the student learning experience that should inform the improvements of e-learning include: more collaboration between students since some students engage differently; more coordination and organization, the workload management in the group activities, some technical problems such as updating modifications. The participants' results in the module increased their didactic potential as primary school teachers. The findings are discussed in relation to their potential impact on developing collaborative activities addressed to teacher education in distance learning. Implications for future research are also considered.
This document describes a formative design experiment that tested different models of professional development to improve teachers' ability to teach online reading comprehension. The study involved 17 middle school teachers who received training in Internet Reciprocal Teaching (IRT) through one of three coaching models: peer coaching, literacy coaching, or online coaching. Analysis of teacher surveys and interviews found that while students gained skills in searching strategies, they struggled with critical evaluation and synthesis. Teachers also wanted more training in assessing student progress. Feedback indicated the online coaching model provided the most structured support, while peer coaching lacked direction and workload distribution was uneven. Overall, the study aimed to identify effective practices for professional development focused on online reading comprehension instruction.
This document discusses a study that compares the effects of two problem-based learning strategies - one using the internet and one not using the internet - on student achievement. The study was conducted on sports coaching undergraduate students in Surabaya, Indonesia, randomly assigning students to experimental and control groups. The experimental group used problem-based learning strategies with internet resources, while the control group did not use the internet. Test results showed that the average post-test score was higher for students using internet resources as part of problem-based learning.
An Analysis on the Attitudes of Academic Staff towards Distance Educationinventionjournals
This document analyzes the attitudes of academic staff at Namık Kemal University towards distance education. A survey was administered to 283 of the university's 955 academic staff. The survey found that staff had moderate attitudes towards the positive aspects of distance education, weak attitudes towards the negatives, and high attitudes towards the advantages. Attitudes varied by academic title but not by age or gender. The findings provide insights for establishing a Distance Education Center at the university and increasing awareness of distance education among staff.
A Program Based On English Digital Stories To Develop The Writing Performance...Dustin Pytko
This study aimed to investigate the effect of a program based on English digital stories on the writing performance and reflective thinking of Egyptian preparatory school students. Sixty-two second-year students participated and were divided into an experimental and control group. Both groups were tested on writing performance and reflective thinking before and after the experimental group created and presented individual digital stories over three months while the control group received regular instruction. Post-testing found a statistically significant difference in writing performance between the groups, but no difference in reflective thinking, indicating that digital stories improved writing but not reflective thinking. The study recommended using digital stories to teach writing and encouraging student use of technology, participation, and interest-based activities.
Abstract: Blended learning is an educational model offered through traditional learning methods and digital
networks to share knowledge and education resources between instructors and learners. Besides, blended learning
provides learning courses accessed through digital platforms and gadgets utilizing online technologies such as
smartphones, tablets, laptops, and personal computers. Denoted as e-learning, these platforms are important in
teaching and training students through the internet and wireless technologies. In any course, offering online
learning plays a great role because e-learning provides the students the opportunities of developing their
capabilities, specifically in information science courses. In modern education, digital learning is becoming a
gradually popular option. The classroom settings moved online from full digital courses to classes held remotely.
However, effective communication in a digital learning environment may be hard, particularly when digital
learning transition is unplanned or has been sudden. Making such massive overhauls are confusing and frustrating
for the teachers, learners, and parents.
Nevertheless, digital learning communication can be made easier with the right resource. This research explores
the blended learning environment effectiveness by evaluating the relationships between design features, student
backgrounds or attributes, and learning outcomes. The paper's objective is to determine the important blended
learning effectiveness indicators, taking learning outcomes as dependent variables and design features and learner
background or attributes as independent variables. Results of multiple regression analyses indicated learner
attributes such as self-regulation and attitudes and traits of blended learning designs such as one-on-one support,
technology quality, and online tools forecasted students' satisfaction as an outcome. The findings show that design
characteristics and student traits are important indicators for student learning outcomes in blended learning.
The article critiques a journal article that examines tutors' views on utilizing e-learning systems in architectural education. The critiqued article surveyed tutors from a university's architecture program to understand barriers to adopting e-learning tools and how to encourage use. It found that many tutors lacked experience with e-learning platforms and online resources, but had better skills with communication tools. The critiqued article concluded a mix of traditional and online teaching could provide more support to students, and a clear strategy is needed to integrate online courses into architectural education.
This document summarizes a research article that studied the effectiveness of blended learning in teaching educational psychology to B.Ed trainees. The study used a quasi-experimental design with 100 student trainees randomly assigned to a control or experimental group. The experimental group received instruction through blended learning (combining face-to-face and online methods) while the control group received conventional face-to-face instruction. Results showed that while pre-test scores did not differ between the groups, post-test scores were significantly higher for the experimental group that received blended learning. This suggests that blended learning is more effective than conventional teaching methods at improving achievement in educational psychology among student teachers.
This study aims to assess the effectiveness of e-learning instructional materials on the learning competencies of grade 1 students. The theoretical framework discusses learning theories like behaviorism, cognitivism, and constructivism. An independent variable (instructional materials) and dependent variable (learning competencies) are identified. Research questions focus on competencies before and after using e-materials, determining improvement, and proposing interventions. The study will administer pre- and post-tests to measure the impact of e-materials on students' competencies.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
ACTIVITY BASED LEARNING ELIMINATE ROTE FOR ACADEMIC GROWTH Impact Factor-5.414Don Dooley
This document discusses the effectiveness of activity-based learning in enhancing student academic achievement. The author conducted a study of 492 secondary school students in Mumbai, India. Students took an achievement test before and after instructional modules that incorporated various cooperative learning activities. Comparison of pre-test and post-test scores found a significant difference, indicating activity-based learning improved student performance. The author proposes guidelines for teachers to effectively implement activity-based learning techniques in the classroom.
This document summarizes a research study that investigated how providing higher education students with a self-monitoring chart for writing strategies (SMC) impacted their use of self-regulated learning (SRL) strategies and engagement during online writing tasks. The SMC guided students through the writing process and introduced SRL strategies. Interviews with 48 students found that using the SMC helped them become aware of and implement SRL writing strategies, feel more engaged in writing assignments, and benefitted their writing. The SMC is a tool to assist online language learners in developing self-regulation skills and maintaining engagement in writing.
Authentic learning, emerging technologies and graduate attributes: Experience...husITa
The document summarizes a study on using emerging technologies to support authentic learning for social work students in South Africa. It found that while educators used some technologies like videos and podcasts, their use did not fully achieve authentic learning based on 9 criteria including real-world contexts, collaboration, and coaching. Technologies supported reflection and critical thinking skills but other skills like considering multiple roles and perspectives were lacking. The study recommends further research on how technologies can better align with graduate attributes and support authentic, skills-based learning to prepare social workers for an uncertain future.
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The effect of blended learning on students’ achievement,
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.22, 2014
176
The Effect of Blended Learning on Students’Achievement,
Perceived Cognitive Flexibility Levels and Self-Regulated
Learning Skills*
Alev ATES COBANOGLU**
Bunyamin YURDAKUL
Faculty of Education, Ege University 35040 Bornova, Izmir, Turkiye
** E-mail of the corresponding author: alev.ates@ege.edu.tr
Abstract
Blended learning (b-learning) is considered as the dominant instructional model in higher education. Herein, the
study focused on the effectiveness of b-learning on a teacher training program in higher education and mainly
aimed at revealing the effect of b-learning on students’ achievement, perceived cognitive flexibility levels and
self-regulated learning skills and also examining the instructor’s, learners’ and experts’ opinions as curriculum
stakeholders on b-learning based program. One of the mixed methods - the concurrent triangulation design- was
made use of in the study. One sample time series design was implemented for the quantitative phase of the study
and statistical hypotheses were tested. In the qualitative phase, how the stakeholders evaluated implementation
of the b-learning based program was investigated. The study was conducted in “IT & Ethics” course of
Computer Education and Instructional Technology Program at Faculty of Education, Ege University. The
participants were 65 senior students who enrolled the course in 2013 spring semester. During curriculum design,
needs’ analysis findings led design process and the principles of b-learning and Bloom’s revised taxonomy were
taken into account. B-learning was implemented through face to face classroom sessions and on-line learning
environment in which experts were present. Besides empirical treatment material as b-learning based curriculum
design the data collection tools of the study included the achievement tests, perceived cognitive flexibility and
self-regulated learning skills scale, reflective diary, interview guide and weekly evaluation notes of experts. In
order to find out the effect of b-learning on achievement, perceived cognitive flexibility levels and self-regulated
learning skills, one way ANOVA for repeated measures and paired samples t-test with Bonferroni correction
were performed. On the other hand, the qualitative findings attained through content analysis method were
classified as implementation, feedback for implementation and proofs for effectiveness of b-learning based
program implementation themes. The results revealed that b-learning based program had a positive effect on the
students’ achievement, perceived cognitive flexibility levels and self-regulated learning skills. According to the
stakeholders’ views, b-learning based program implementation led students to think, inquire and explore the
subject matter, share their opinions, discuss and appraise others’ opinions. Also, it was revealed that students
gained different perspectives and were able to think deeply and critically. Hence, the stakeholders implied that
the students were able to transfer those skills to real-life. This study suggested that b-learning based curriculum
development studies which were guided by learning goals, characteristics of learner group, teaching and learning
theories, qualified instructor and expert team, technological infrastructure, essential budget and management
support to be planned, designed, implemented, evaluated and disseminated in higher education.
Keywords: blended learning, hybrid learning, on-line learning, achievement, cognitive flexibility, self-regulated
learning skills.
1. Introduction
As indispensable factors of the 21st century, information and communication technologies have a great impact
on teaching and learning as so the whole life. By means of relevant cost and high speed transfer via different
tools, computer and Internet usage is raising in parallel with the opportunities of distance learning. Nowadays,
distance learning is effective with e-learning technologies (Eryol, 2009). The factors which make e-learning
attractive are the flexibility of time and place, ease of learning (for instance: virtual communication application
on the Internet such as video conference or audio and video call etc.), and also it removes boundaries for learning
and offer virtual libraries and schools without walls (Aşkar, 2003; Halis, 2001). E-learning supports individual
learning enables repetition of the lessons providing digital course content, helps better understanding it by
visualization (Tan & Erdoğan, 2004; Yalın, 2000). On the other hand, asynchronous e-learning has some
*
The research is an edited version of the first author’s PhD thesis which is advised by the second author.
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.22, 2014
177
limitations such as students’ isolation feelings and decreased motivation (Doğan, Duman & Seferoğlu, 2011);
insufficient communication and social interaction in instructional activities (Haefner, 2000). This learning model
that is indicated to remove these unfavorable features is called blended learning (b-learning). B-learning which is
called by ASTD (The American Society for Training and Development) (2010) as learning process integrating
face to face and online learning aspects, emerges by using e-learning technologies in traditional learning
environment. As traditional teaching was inadequate, e-learning applications were needed and teaching activities
were performed in a blended way. An effective teaching planning is ensured by taking account of student’s
characteristics and necessities (Şimşek, 2009). So, b-learning takes account of individual learning speed can
create an effective and flexible learning environment.
Studies on b-learning implementation in higher education suggest that b-learning makes students’ transfer
theoretical knowledge to real-life (Osguthorpe ve Graham, 2003); makes them responsible for their own learning
by means of the flexibility of how, what, when to study (Graham, 2006) and also helps students get prepared
before lessons, review materials and further investigate the content and self-evaluate (Kirişçioğlu, 2009). Various
results about b-learning effects on academic success and attitude towards lessons are remarkable. Some of them
indicated that b-learning increases academic success (El-Deghaidy & Nouby, 2008; Yılmaz, 2009) and positively
effects lesson attitudes (El-Deghaidy & Nouby, 2008) while some showed no significant effect on academic
success and attitudes (Delialioğlu & Yıldırım, 2007). Besides, Ateş et al. (2008) mention possible inequalities in
b-learning implementation since there are students who have no PC and/or Internet access and computer use
skills that we need to consider before implementation. Nevertheless, many studies revealed students’ positive
perceptions and views on b-learning (Ateş et al., 2008; Baran et al., 2010; Ersoy, 2003; Geçer & Dağ, 2012; Tsai
et al., 2011, Uğur, 2007; Yılmaz, 2009; Yılmaz & Orhan, 2010). Likewise, it is identified that their social
presence perceptions increase the pleasure of b-learning (So & Brush, 2008).
Within this study, researchers claim that b-learning especially with problem based design provides students
flexibility in their cognition and mention importance of the cognitive flexibility. Cañas (2009) describes
cognitive flexibility as people capabilities of adapting their cognitive processing strategies to the new and
unexpected circumstances. Studies on cognitive flexibility reveal positive correlation between cognitive
flexibility and two constructs of communication competence as assertiveness and responsiveness (Martin &
Anderson, 1998); peer collaboration and collaborative language skill (Ciairano et al., 2006); social competency
(Bilgin, 2009b); problem solving skills (Bilgin, 2009b; Orendain & Wood, 2012; Yücel, 2011); extraordinary and
unexpected incidents (Ritter et al., 2012); gaming condition emphasizing maintenance and rapid switching
between multiple information and action sources (Glass et al., 2013) and also indicated formal creativeness as a
predictor for cognitive flexibility (Çuhadaroğlu, 2011). On the other hand, self-regulation which gained
importance in the 21st
century is a part of effective learning (Ün Açıkgöz, 2002) and self-regulated learning skills
(Turan & Demirel, 2010) are skills which are emphasized to be developed. Therefore, we find it helpful to design,
carry out and examine instructional programs which intend to develop students’ self-regulation skills and
cognitive flexibility.
In this context, our study group is student teachers. In order to determine the needs and to guide the program
design, researchers did the need analysis in October and November 2011. During needs analysis, we used
document analysis, interview and questionnaire techniques for data collection. So we examined instructor’s
current lesson plans, interviewed him and administered a survey to the 40 CEIT students who have not taken the
course yet. The need analysis results showed us following issues for curriculum design:
• course objectives need to be updated,
• program must base on inquiry and help students lead their own learning and discuss ethical problems,
• a problem based approach must be applied to develop cognitive flexibility,
• the content must connect with real-life and scenarios,
• besides student-teacher and student-student interaction, experts-students interaction can be established,
• course syllabus and materials can be shared with a course web site systematically.
We consider this analysis as guidance for the program design and as an example practice for developing
programs in teacher training. Research design of the present study is one of the mixed models, concurrent
triangulation design. In order to test the effectiveness of complementary teaching models or methods in teaching
and learning processes of teacher training programs, we investigated b-learning’s effects on students’
achievement, perceived self-regulated learning skills and cognitive flexibility levels besides we consulted
instructors’, experts’ and students’ views on b-learning based program. So, the study has concurrently two phases:
the first is quantitative phase with a single group time series design. In this phase we examined following
statistical hypothesis:
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1. There is no significant difference between the first and second achievement means of the group whom b-
learning based program implemented.
2. There is no significant difference between the second and third achievement means of the group whom b-
learning based program implemented.
3. There is no significant difference between the third and fourth achievement means of the group whom b-
learning based program implemented.
4. There is no significant difference between the first and second perceived cognitive flexibility means of the
group whom b-learning based program implemented.
5. There is no significant difference between the second and third perceived cognitive flexibility means of the
group whom b-learning based program implemented.
6. There is no significant difference between the third and fourth perceived cognitive flexibility means of the
group whom b-learning based program implemented.
7. There is no significant difference between the first and second perceived self-regulated learning means of the
group whom b-learning based program implemented.
8. There is no significant difference between the second and third perceived self-regulated learning means of
the group whom b-learning based program implemented.
9. There is no significant difference between the third and fourth perceived self-regulated learning means of the
group whom b-learning based program implemented.
Furthermore, we investigated “How do the stakeholders evaluate the b-learning program application?” research
question for the qualitative phase of present study.
2. Method
2.1 Research design
One of the mixed method designs, concurrent triangulation design (Creswell, 2003) was conducted in the present
study. As Patton (1987) implies, one data collecting strategy has its own strengths and weaknesses. Especially
for research problems in social studies, qualitative and quantitative data help understanding the complexity of the
social phenomenon and in that way using different methods together brings strengthens the study by providing
different perspectives (Büyüköztürk, Kılıç-Çakmak, Akgün, Karadeniz & Demirel, 2009; Creswell, 2003;
Patton, 1987; Tashakkori & Teddlie, 2003). In concurrenct triangulation design, the researchers collect
qualitative and quantitative data simultaneously, analyze independently and entegrate results in interpretation
phase as Tashakkori & Teddlie (2003) state. The quantitative phase of the study was designed by time series
design which is a quasi-experimental design including repeated measures (Bakkaloğlu, 2004; Fraenkel &
Wallen, 2003; Karasar, 2008; Vadum ve Rankin, 1998). Researcher is interested in the direction and trend of the
changes in repeated measurements taken before and after the experiment starts (Büyüköztürk et al., 2009).
Karasar (2008) and Wiersma (2000) reported that dependent variable in a time series design is measured
periodically and independent variable is applied in the first half of the measures. So, we measured dependent
variables four times, two of them before and two of them after experimental process, at one month interval. The
first measure after experiment-which is the third in all four- was taken at the mid of the process while the latter
was at the end. The first measure helped us to realize the effect of experimental process on dependent variables
so it increased internal validity of the study. With these measurements, we were able to track the changes on
dependent variables before we start the experiment. Main reason for choosing time series design is the concern
for validity and reliability issues because of the predicted and uncontrollable interaction between experimental
and control groups when they are assigned. Furthermore, determining the effects of the experimental process in
time is only possible with repeated and multiple measures. Since reflections about the process require
quantitative data, concurrent triangulation design (Creswell, 2003) was applied. Table 1 presents the research
design.
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Table 1. Research design
Group O1 O2 X O3 O4
G
1. SDF
2. AT
3. CFS
4. SLSS
1. FIE
2. AT
3. CFS
4. SLSS
1. Reflective Diary
Form for instructor
2. Experts’ weekly notes
3. Experts’ ODES
scores
4. AT(P)
5. CFS
6. SLSS
7. AT(P)
1. CFS
2. SLSS
3. CEF
4. IG
5. EEF
O: Observation; SDF: Student Demographics Form; AT: Achievement Test; CFS: Cognitive Flexibility Scale; SLSS: Self-
regulated Learning Skills Scale; FIE: Form for IT & Ethics; ODES: On-line Discussion Evaluation Scale; AT(P): Parallel
Achievement Test; CEF: Course Evaluation Form; IG: Interview Guide; EEF: Expert Evaluation Form; X: Blended learning
based IT & Ethics Program
O1, the first measurement, was taken on December; the second (O2) was taken on February; the third (O3) one
was taken on April while the fourth (O4) was taken in the last days of May, 2013 in which Taksim Gezi Park
events happened in Turkey. We mention the possible effects of this act on the findings later in this paper. The
independent variable is blended learning approach combining F2F and on-line learning, while the dependent
variables are achievement, self-regulated learning skills and cognitive flexibility.
2.2 Study Group
The study group is of senior students who enrolled the IT & Ethics course of CEIT Program at Faculty of
Education, Ege University in 2013 spring semester. The number of participants was 65 (43 male, 22 female).
GPA as an indicator for academic background showed that 50.8% (n=33) has 2.5-2.99, 23.1% (n=15) has 3.0-
3.49 points and 58.5% (n=38) of them graduated vocational high school. Socio-economic background
information reflected that 41.5% of them are living with their friends; 38.5% of their fathers graduated
elementary school while 33.8 of them high-school; 50.8% of their mothers graduated elementary school; 87.7%
of their mothers was unemployed while 41.5 of their fathers was so; 29.2% has a monthly income as 1000-1500
TL (475$ - 712$); nearly all of them (98.5%) has a PC and Internet access which is essential for the present
study.
Moreover, we asked “Which words come up your mind when one say information and ethics?” in the form
which may help us to understand their conceptual awareness for IT & Ethics. All the answers were related to IT
ethics, for example more than half of the group (55.38%; n=36) mentioned morality and moral values. 35.84%
(n=23) recalled pirated products while 32.31% (n=21) did regulations and respect for work. Since ethics is a part
of philosophy examining people’s moral behavior models (Aydın, 2010); one can suggest correct conceptual
awareness for the group. Hence, 66.2% of them mentioned their care for ethics while 72.3% implied information
ethics and vocational ethical principles. Also, 60% reported they value ethics instruction while 53.8% care
privacy and confidentiality of personal data on the Internet.
We also asked students what type of learning environment they prefer for IT and Ethics course and had many
replies. 68.3% (n=41) wrote that they prefer blended learning model while the other prefer face-to-face
instruction. Table 2 presents the examples for the reasons of their preferences.
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Table 2. Some examples for why the students prefer blended learning or face-to-face instruction for IT & Ethics course.
Face-to-face instruction B-learning environment
Internet asocializes the people; we need to discuss
ethics F2F.
Theoretical information must be discussed F2F while the
examples and applications must be distributed on-line.
The course may be inefficient on the net;
participants may be reluctant and irregular so the
lessons cannot go on seriously.
On-line interactions out of class can raise permanency of
learning the content.
There may disconnections and technical problems
on the net.
F2F instruction is more effective than on-line instruction, though
on-line instruction helps saving time in comparison with F2F.
I think that on-line lessons lack of reality and the
people are not sincere much.
B-learning must be applied since we are CEIT students. Via b-
learning, we can also examine on-line examples that we didn’t
see before.
A person must join the class on-line to express himself
comfortable.
The answers above suggest us that the study group is familiar with the cognitive and affective aspects of the
lesson content and that they value these concepts. Furthermore, most of them are willing to take the course via b-
learning model which motivates us to apply and examine the effects of b-learning.
2.3 Data collection tools
This section includes the empirical treatment material as b-learning based IT & Ethics course program design
and quantitative and qualitative data collection tools in order to answer research questions.
2.3.1 Empirical treatment material: At first, the work group was established in order to develop the empirical
treatment material. This work group consists of the first author as field expert, the course lecturer as implementer,
the second author as curriculum & instruction expert and a measurement & evaluation in education expert.
Secondly, we prepared the work plan. For the needs analysis, we collected views of the learners’ and the
instructor’s as curriculum stakeholders; with the help of related literature we mainly aimed at reaching following
goals in curriculum design:
• Revising and updating the lesson objectives according to the needs analysis suggestions.
• Designing inquiry based activities for the learners to self-regulate their learning and discuss with each
other on ethical issues.
• In a problem-based approach, finding real-life examples related to information ethics and designing
sample cases in order to improve cognitive flexibility of the learners.
• Establishing field expert-learner interaction besides learner-teacher and learner-learner interactions.
• Not just with a single electronic platform but sharing course materials, announcements, etc. all course
information via a course web page designed by two CEIT experts.
2.3.2 Quantitative data collection tools: Eight quantitative data collection tools used in the study are as follows.
1- Achievement Test: During the development process, the first author wrote 22 items according to five field
experts’ opinions and administered them on June, 2012 to the students who had this course before. Pilot study
was conducted on 101 participants (46 female and 56 male). Henrysson method (Atılgan, 2009) was used for
statistical analysis of the items. Later, we selected nine items which has above 0.30 discrimination index.
Average test scores were calculated as 5.02; standard deviation as 2.47 and the variance as 6.10. Besides, average
difficulty level of the test was 0.56, indicating nearly optimum difficulty and KR-20 reliability index was 0.74,
indicating good reliability (Atılgan, 2009) of the overall test.
2- Parallel Achievement Test: As our research design suggests, we measure learners’ course achievement before,
during and at the end of the program. Since it is possible that taking the same test several times has some
disadvantages (remembering the test items, memorizing the right answers during the process, etc.) which can
contaminate the validity of the results, we developed a parallel achievement test too. Therefore, we selected nine
more items with above 0.30 discrimination indexes from the pilot test we administered before which we had
luckily.
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3- Cognitive Flexibility Scale (CFS): Bilgin (2009a) developed the CFS with 19 items which include adjective
pairs to measure how one perceive himself/herself cognitively flexible. He tested reliability and validity on a
sample of 637 adolescents. The internal consistency for the scale was found to be .92. Item-total correlations of
the items were between .49 and .63. Test-retest correlation coefficiency within an eight-week interval was .77,
and the split-half coefficiency was .87.
4- Self-regulated Learning Skills Scale (SLSS): The SLSS was developed by Turan & Demirel (2010) aimed at
determining students’ perceived self-regulated learning skills. It is five point scale with four dimensions and 41
items. The dimensions and the number of items are as follows: (1) Motivation and action for learning (7 items);
(2) Planning (8 items); (3) Strategy use and evaluation (19 items); (4) Dependence on learning (7 items). In
preliminary study by Turan & Demirel (2010), students’ short notes about their learning ways, related literature
and seven experts’ views were taken into account and 66 items were written. Pilot study was conducted on 908
college students. KMO result for the scale was .96 and Barlett test was significant at p=0.01 level. Exploratory
factor analysis resulted 41 items with above 1.5 eigenvalues were grouped under four dimensions. Cronbach α
for the subscales were found as 0.88, 0.91, 0.83, and 0.76 as from the first to the fourth dimension while the
overall Cronbach α for the scale was 0.91.
5- Student Demographics Form (SDF): Before instruction, SDF administered in order to get to know students.
This form was prepared with the help of three experts who have PhD in the field of curriculum and instruction.
Final version of SDF includes 24 items including general characteristics (age, gender etc.), academic and
socioeconomic background and readiness for IT & Ethics course questions. The data gathered by SDF was made
use of to describe the study group.
6- On-line Discussion Evaluation Scale (ODES): In order to assess learners’ performance for weekly WBL
activities designed within b-learning based program, a scale developed by Kalelioğlu & Gülbahar (2010) was
applied. During development of ODES, these researchers collected experts’ opinions. The number of the experts
is 12 who had experience in managing on-line discussions at higher education level. According to literature
records and experts’ opinions, researchers determined 10 criteria for assessing the quality of on-line contribution
which is useful for chat and forum environments.
7- Course Evaluation Form (CEF): CEF developed in order to collect views of the study group about b-learning
based program implementation and its effectiveness at the end of the program. Related forms and studies were
reviewed such as Ateş (2012) and form items were prepared in accordance with elements of an instructional
program. Three experts with PhD in the field of curriculum and instruction and one IT expert with PhD in
instructional technology were collected. In the final version of the CEF, there were 18 items which consisted of
open-ended, Yes/No and five point question types.
8- Expert Evaluation Form (EEF): EEF was developed in order to collect views of five field experts who took
part in WBL activities evaluation on b-learning based program implementation and its effectiveness. Considering
the CEF items applied to the learners, this questionnaire was developed in the same way with CEF via three
experts’ opinions. EEF includes 11 items which consists of open-ended, Yes/No and five point question types.
2.3.3 Qualitative data collection tools: Following three qualitative data collection tools were used in the study.
2.3.3.1 Reflective Diary Form: Documents diversifying the data increase the validity of the study significantly
when used with other data collection methods together (Yıldırım & Şimşek, 2008). Therefore, the instructor’s
reflections of the lessons considered as a valuable data resource which can provide evidence for applicability of
the program design. In the literature review to prepare diary format, sample forms (Başbay, 2008; Yurdakul,
2004) were revised and the form took its last shape in accordance with the opinion of three experts who have
PhD in the field of curriculum and instruction. On the form, it is intended that instructor write his observations
and opinions with regard to the functionality of the design and the effectiveness of the course he teaches.
2.3.3.2 Interview Guide: After curriculum design is implemented, determining how the instructor evaluated
learning based curriculum applications from the stakeholders is within research question. For this purpose,
interview form approach involving all aspects and questions related to the research problem (Yıldırım & Şimşek,
2008) is preferred and semi-structured interview form is developed. During the preparation process of the form,
sample forms (Başbay, 2008; Yurdakul, 2004) are utilized through the literature review and opinions of three
experts who have PhD in the field of curriculum and instruction are taken. Besides, one question is simplified a
bit after the trial interview with a lecturer at Department of Computer and Instructional Technology Education.
2.3.3.3 Experts’ notes: For the purpose of enriching data by providing diversity and determining the development
level of student in the process, unstructured qualitative assessment notes which experts recorded on a weekly
basis are also analyzed. The data set involves feedbacks and reviews of five experts with regard to the weekly
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contributions of students in their group.
2.4 Process
The scales were administered four times at intervals of one month according to research design through the
spring semester in 2012-2013 academic year. While in the first two measurements achievement test was used, in
the last two measurements parallel achievement test was used. In this way, students answered the same questions
only twice rather than four times. Sequence of experimental operations and the data collection process are
summarized below:
1. During the three months before the program implementation, the development of measurement tools
which would be used in the study was completed and website of the course was made ready for use.
2. For the three scales to be used in the study (CFS, SLSS, ODES), researchers got permission from the
authors via e-mail in October 2013.
3. A month before the start of the study, Student Demographics Form, Achievement Test, Self-Regulated
Learning Skills Scale and Cognitive Flexibility Scale were applied to the students.
4. In the first lesson, the instructor shared course syllabus which cover learning tasks of the lesson, exams
and assessment with students.
5. In the lesson right before the implementation; AT, SLSS and CFS were applied to the students once
again.
6. During the implementations, instructor filled in the reflective diary form and handed in them to the
researcher at the end of each week.
7. At the end of a month, Parallel Achievement Test, SLSS and CFS were applied to the students this time.
8. Throughout the process, students attended to ten WBL activities. Their contributions were evaluated
with qualitative assessment notes and ODES scores given by the experts who were assigned to them under the
supervision of the instructor.
9. The first author made the necessary updates for weekly topics on the course website according to
instructor’s suggestions.
10. Approximately one month later -at the end of the program-, AT(p), SLSS and CFS were applied to the
students once again. Besides, program design was evaluated by stakeholders. While students were surveyed,
semi-structured interview was conducted with the course instructor and five CEIT experts completed the
questionnaire via e-mail.
2.5 Data analysis
2.5.1 Quantitative data analysis: First, it is checked whether the necessary assumptions were met for repeated
measures data and then analysis of one-factor variance was performed in repeated measurements. In order to
determine in which measurements there were significant changes, paired samples t-test was performed. While
applying paired samples t-test with Bonferroni correction for multiple comparisons, significance level was
calculated as p=0.05/3= 0.017 for three comparisons (Akgül & Çevik, 2003; Leech, Barrett & Morgan, 2008).
For analyzing CEF and EEF, frequencies and percentages were reported.
2.5.2 Qualitative data analysis: In general data description, analysis and interpretation steps are followed. On the
qualitative data of the study, content analysis was performed by the first author. At first, a data analysis plan was
prepared. As Yurdakul (2004) suggests, an inductive approach was chosen by pursuing preliminary, coding,
developing themes, data interpretation and reporting stages.
As a result of thematic coding, the researcher forming a system where he can organizes the data defines the data
he obtained according to this system considering the certain cases, comments and presents them in a clear way
(Yıldırım & Şimşek, 2008). In present study, we provided appropriate citations about the findings of the
qualitative sub-problems. Findings of perceived learning outcomes which correspond to remembering,
understanding and applying steps of cognitive domain; receiving, responding and valuing steps of affective
domain; perception, set and guided response steps of psychomotor domain were classified as lower order
learning outcomes, while the others correspond to upper level of the third steps of cognitive, affective and
psychomotor domains were classified as higher order learning outcomes (Koç, 2002).
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2.5.3 Measures for Validity and Reliability of Qualitative Findings: In order to create a holistic picture about a
phenomenon or a fact in a qualitative research, researcher should use additional methods (triangulation,
verification of participants, and verification of colleagues) which help confirming the data he obtains and the
results he gets (Yıldırım & Şimşek, 2008). Validity and reliability measures for qualitative format (Bogdan &
Biklen, 1998; Creswell, 2003) are: explaining how he comes up with the results by reporting the data in detail;
describing the researcher's role in the process; reflecting different perspectives; using triangulation in terms of
data sources and data collection methods; confirming the data by participants and coding the data by one more
expert. The entire qualitative data set was reanalyzed by a second coder who is also the second author. After
reviewing all the qualitative analysis, researchers reported the findings together. In order to protect the
participants’ rights in terms of qualitative research ethics, the following measures were taken: written and oral
expression of the aims of the study; the use of recording devices with permission; allowing participants to read
the data set and to delete some of them if necessary for them; keeping the participants’ identity, personal
information and the data confidential.
3. Results
3.1 Effect of b-learning based program on achievement
In quantitative phase, effect of b-learning based program on achievement was tested by means of statistical
hypotheses. Four measures of the students’ achievement tests results were given in Table 3.
AT= Achievement Test; AT(p)= Parallel Achievement Test
As shown in Table 3, each mean scores of the achievement tests increased from the first measure ( =4.66;
SD=1.35) till the last one ( =6.03; SD=1.10). The single-factor repeated-measures ANOVA was conducted to
assess whether there were differences between the mean scores of the four achievement tests. The following
assumptions were tested, independence of observations, normality and sphericity. Homogeneity of variances and
normality were found to be met. Yet, Mauchly sphericity test was significant at p=0.01 level (p=0.004), multi-
variate test (Akgül and Çevik, 2003) was chosen. Epsilon values were higher than 0.75, therefore Huynh-Feldt
correction was used. Results indicated that the participants had four different achievement scores [F (2.69,
172.21)= 16.80, p< 0.01, eta2
= 0.21]. In support of this, polynomial contrasts indicated that there was a
significant linear trend, F(1, 64) = 40.64, p< 0.01, eta2
=0.39, suggesting that each mean scores of the
achievement tests were increased one after another.
On the other hand, paired differences of achievement tests showed that second pair difference [(AT2)-(AT(p)3)]
was significant (p=0.006) [t(64)= -2.83, p<0.01] suggesting the acceptance of the first statistical hypothesis. This
finding indicates that before experimental process no learning took place in other lessons that could affect
achievement of this course. In other words, no change existed that could affect experiment which is considered
as a proof for internal validity. The second statistical hypothesis was rejected suggesting that b-learning based
program implementations significantly increased students achievement scores of IT & Ethics course. Regarding
achievement, the third statistical hypothesis of the study was also accepted. Insignificant difference between
AT(p)3 and AT(p)4 measures is considered as a result of the widespread social events in Turkey on June, 2013
(namely Gezi Park events) which took place during the fourth measures of the data collection.
3.2 Effect of b-learning based program on perceived cognitive flexibility
Secondly, in quantitative phase, effect of b-learning based program on perceived cognitive flexibility was tested
by means of statistical hypotheses. Four measures of the students’ perceived cognitive flexibility results were
Table 3. Means and Standard Deviations of the Four Achievement Tests (n=65)
Measures SD
Measure 1 AT1 4.66 1.35
Measure 2 AT2 5.09 1.54
Measure 3 AT(p)3 5.72 1.07
Measure 4 AT(p)4 6.03 1.10
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given in Table 4.
Table 4. Means and Standard Deviations of the Four Cognitive Flexibility Measures (n=65)
Measures SD
Measure 1 CFT1 76.85 11.06
Measure 2 CFT2 79.20 9.56
Measure 3 CFT3 82.05 9.28
Measure 4 CFT4 83.06 9.69
CFT: Cognitive Flexibility Test
Table 4 presents an increase of mean perceived cognitive flexibility levels from the first ( =76.85; SD=11.06)
till the last measure. Similar with the achievement scores analysis, single-factor repeated-measures ANOVA was
conducted to assess whether there were differences between the mean scores of these four tests. Initially,
independence of observations, normality and sphericity assumptions were tested and homogeneity of variances
and normality were found to be met. Since, Mauchly sphericity test was significant at p=0.01 level (p=0.002),
multi-variate test was chosen. Epsilon values were found to be higher than 0.75, therefore Huynh-Feldt
correction was used. Analysis results indicated significance of F value [F(2.56, 164)=14.94, p<0.01, eta2
=0.19]
and polynomial contrasts indicated a significant linear trend, F(1, 64)=30.70, p<0.01, eta2
= 0.32 suggesting
significant increase in perceived cognitive flexibility mean scores.
Paired differences of cognitive flexibility tests showed that second pair difference [(CFT2)-(CFT3)] was
significant (p=0.002) [t(64)= -3.18, p<0.01] therefore the fourth statistical hypothesis was accepted suggesting
no learning took place in other lessons that could affect perceived cognitive flexibility. On the other hand, the
fifth statistical hypothesis was rejected suggesting b-learning based program design implementations
significantly developed perceived cognitive flexibility levels of participants. Like the fourth, the third statistical
hypothesis was also accepted. Especially during the first month of the program implementations, the students’
great efforts to be able to focus on new and complex tasks for them as deeply thinking and making comments on
case based ethical problems are considered as a reason for the significant difference between the first two
measures and insignificant difference between the last two ones.
3.3 Effect of b-learning based program on perceived self-regulated learning skills
Thirdly, in quantitative phase, effect of b-learning based program on perceived self-regulated learning skills
(SLSS) was examined and the four measures of the SLSS were given in Table 5.
Table 5. Means and Standard Deviations of the Four Self-Regulated Learning Skills Measures (n=65)
Measures SD
Measure 1 SLSS1 157.97 16.45
Measure 2 SLSS2 159.21 17.52
Measure 3 SLSS3 163.51 16.78
Measure 4 SLSS4 162.95 20.27
SLSS: Self-Regulated Learning Skills
Table 5 shows that the students’ mean SLSS scores increased from the first ( =157.97; SD=16.45) till the third
one ( =163.51; SS=16.78) with a slight decrease in the last measure ( =162.95; SD=20.27). Similar with the
achievement and cognitive flexibility analysis, single-factor repeated-measures ANOVA was conducted to assess
whether there were differences between the mean scores of these four tests. Initially, independence of
observations, normality and sphericity assumptions were tested and homogeneity of variances and normality
were found to be met. Since, Mauchly sphericity test was significant at p=0.01 level, multi-variate test was
chosen. Epsilon values were found to be higher than 0.75, therefore Huynh-Feldt correction was used. Analysis
results indicated significance of F value [F (2.77, 177.09) =5.61, p<0.01, eta2
=0.08] and polynomial contrasts
indicated a significant linear trend, F (1, 64) =11.34, p<0.01, eta2
= 0.15 suggesting significant increase in self-
regulated learning skills mean scores.
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When we investigate the paired differences of SLSS measures, second pair difference [(SLSS2)-(SLSS3)] was
significant [t(64)= -3.70, p<0.01] therefore the seventh statistical hypothesis was accepted suggesting an
evidence that no learning took place in other lessons that could affect perceived self-regulated learning skills.
Nevertheless, the eighth statistical hypothesis was rejected suggesting b-learning based program design
implementations significantly developed students’ perceived self-regulated learning skills. As the seventh, the
ninth statistical hypothesis was also accepted. As a reason for the insignificant difference between the last two
measures, the students’ great efforts during the first month of the program implementations to be able to adapt
their replies to the declared criteria for evaluating on-line learning activities is considered.
3.4. Stakeholders’ evaluation of b-learning based program implementation
When the data related to the instructor’s reflective diaries and interview, experts’ weekly assessments and
assessment surveys were analyzed, various findings on the process of program, scheme preparation and its
effects were attained. Accordingly, themes and categories have been submitted respectively in the table 6.
3.4.1 Implementation Process: Physical setting, the introduction of the lesson, methods and techniques,
equipment and materials, WBL studies, roles and responsibilities as well as assessment and evaluation take place
respectively in the theme of Implementation process.
a) Physical Setting: B-learning based program is carried out in a crowded and U-shaped physical setting which in
students cannot see the slides properly due to sunlight and inadequacy of available curtains.
b) The Introduction of the Course: As the instructor has stated in his diary, b-learning based program commence
with the introduction of the lesson aim, comprehension, assessment-evaluation methods, online groups,
interpretation evaluating experts and their criteria, written and electronic course resources. After his first lesson,
the instructor has summarized how he covered courses in the following weeks expressing what topics, methods
and techniques used and has reflected students’ feedbacks related to lesson instruction.
c) Methods and Techniques: In the way the scheme foresees, It is mainly referred to such methods and
techniques as discussion, exposition, question-answer and case study. The instructor gives clues related to the
methods and techniques he used through his notes. For instance "… It is discussed why the concept of ethics has
gained importance in recent 20 years…" [The instructor’s diary-4]"…It is addressed questions on the basis of
true-life case study" [The instructor’s diary -6]. Students stated the methods and techniques supportively and
respectively like that; discussion (n=57), question-answer (n=31), (expository instruction) exposition (n=25),
case study (n=10), internet-based instruction (n=4), brainstorming (n=4), research (n=3), demonstration (n=3),
problem solving (n=2), active learning and individualized instruction. Qualitative findings presented that the
methods and techniques used in the course are carried out positive and coherent with the program scheme.
d) Equipment and Materials: Such equipment and materials as computer (n=64), projector (n=64), current news
(n=64), presentation (n=64), pictures– photos (n=61), video (n=61), internet and web (Friendfeed) (n=54),
articles (n=54), course books (n=16) and other books related to ethics (n=2) are used to back up the methods and
Table 6. Emerged Themes and Categories as a Result of Data Analysis
Theme Category
1. Implementation Process
• Physical Setting
• The Introduction of the lesson
• Methods and Techniques
• Equipment and Materials
• WBL studies
• Roles and Responsibilities
• Assessment and Evaluation
2. Feedbacks related to
Implementation Process
• Learning and Teaching Process
• Comprehension
• Communication and Interaction
• Instructor
• Assessment and Evaluation
• The Position of the Course
within the Program
• Superior Ways
3. The Proofs for Program
Implementation Efficiency
• Lower order learning outcomes
• Higher order learning
outcomes
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techniques in courses. With regard to instruction equipment and materials used in the course, there are several
positive feedbacks like these: "PP slides, pictures, videos, quotes by famous scientists and samples from daily life
are presented.” [The instructor’s diary -2] "…To supplement content with pictures and photos raised attention."
[The instructor’s diary -3] and "It is seen that used materials are appropriate in general." [The instructor’s diary
-4] Adversely, it is mentioned that there is a technical problem like that: “Just the projector sometimes did not
work…” [The Instructor Interview].
e) WBL studies: It is determined that 58 (580/10) students attended to ten weekly WBL activities on average.
According to that, the percentage of on-line attendance is 84.06%. The lowest attendance is on week 3 (n=53)
and the highest one is on week 1 and 6 (n=62). In on-line setting, a group of experts have evaluated students’
weekly studies in a coherent way with each other in five phases (to summarize answers, to emphasize attention-
grabbing answers by using names, feedback and correction, expert evaluation, scoring student participation).
Experts have presented feedback in terms of spelling and grammar, expression language, the quality of
interpretation, research, and indication of sources, exemplification, communication rules in a coherent way with
ODES and also attendance to activity.
f) Roles and Responsibilities: According to the instructor, students’ roles and responsibilities are, to attend to
both face-to-face and on-line setting, to complete weekly activities in allocated time, to read related researches,
texts and books; to clear their thoughts about ethics by means of proper and versatile evaluation; to be able to see
implications of unethical situations and to decide in that way. The instructor summarizes his own roles and
responsibilities that he manages the instruction process and provides with attendance to on-line activities
whereas it is described that experts’ roles and responsibilities are virtual mentoring.
g) Assessment and Evaluation: Students predominantly and respectively answer the question to regard with what
are the assessment and evaluation techniques within the scope of b-learning based program like these; on-line
exam (n=64), open-ended exam (n=61), participation in the course (n=52), assignment (n=44). As one student
has mentioned [Student Survey-58], it is thought that students tackle on-line activities within the scope of
assignment.
3.4.2 Feedbacks related to Implementation Process: Feedbacks related to implementation process are examined
under the themes of learning and teaching process, comprehension, communication and interaction, the instructor,
assessment and evaluation, the position of the course in program and superior ways. Mentioned themes have
been explained respectively in the following paragraphs.
a) Learning & Teaching Process: Positive feedbacks with relation to b-learning implementation are mostly taken
by stakeholders. The instructor has taken positive feedbacks down like that "At the end of the course, [to students]
the satisfaction regarding the process of it has been observed at a high level [when it is asked] …” [The
Instructor Diary-4]. By presenting positive feedbacks concerning to blended learning, the most of the students
(n=61) and also experts have emphasized that to give a course both at the class and on the internet is appropriate.
Students (n=58) mainly suppose the contribution level of on-line dimension at b-learning while five students
think that it is positive at medium level and one finds it negative.
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Table 7. Various Positive and Negative Attributes of B-learning Stated by the students
Positive Attributes f Negative Attributes f
Research – examination and mostly providing knowledge
acquisition
27
Differences among Expert
evaluations
4
Sharing, interpreting and evaluating our thoughts 25
Instead Friendfeed to use a
different setting
3
Different point of view, production of a new idea 16
The stress of being evaluated
through scores
2
More effective courses, providing transfer with current examples 11 Not reading what friends write 2
Leading to deep and critical thinking 11
The reduction of innovation effect
of technology in time
2
The convenience to students who cannot participate in the course
easily
9
Limited time to complete WBL
activities
2
Continuation of teaching also outside of the class/school in a
stress -free way and without time pressure
8 To get used to WBL setting 2
Opportunities for discussion and interaction 6
Being in accordance with b-learning 6
Permanent, effective, constant learning, internalization 6
Ethical review and awareness 6
Interaction with field experts and opportunity for getting
feedback
6
Table 7 presents that the most mentioned positive attribute is leading to more knowledge acquisition and
research thanks to on-line activities (n=27). At the student survey number 43, such an expression related to
activities draws attention: "It enabled me to do researches on many topics which I have had no idea so far..." It is
determined that the participation in activities generally raised in on-line setting as the program goes by. Most
students (n=54) have explained that there is no need for more different methods and techniques during the course.
"I suppose that exposition and discussion are the best methods in the course, which enables us to think about
ethical violations as well as to interpret on them." [Student Survey-17].
b) Comprehension: When evaluations concerning content accordance are reviewed, it is seen that most students
(n=60), the instructor and experts suppose that content is adequate in the general sense.
c) Communication and Interaction: When the data related to communication and interaction setting are analyzed
during the program, most students (n=57) reported that all experts’ and the instructor’s communication and
interaction are positive during the process. "Leading is just made by providing with freedom of thought." [Student
Survey-29]. On the other hand, six students evaluate the interaction in a positive way at medium level and one
evaluates that it is inadequate. In the table 8, students’ prominent views regarding communication and interaction
in the process of learning –teaching are presented.
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d) The Instructor: Most students (n=60) point out that the instructor’s teaching skills are adequate. When the
qualitative data concerning to prepared program scheme are analyzed, it is seen that the instructor abided by the
program both at class and on-line setting during the term and carried out all materials and activities at allocated
time by setting determined methods and techniques to work. His expression related to the issue is like this:
"There have been just some updates at planned activities. Except that, everything could readily be carried out
just as it was designed." [The Instructor Interview]
e) Assessment and Evaluation: Most students (n=57) approve used assessment and evaluation instrument. As an
example of students’ views which mean very suitable is like this; "It will be impossible to examine a specific
topic in terms of ethics with a multiple- choice test. Thoughts were important at that term and we performed that
properly during the course. " [Student Survey -3] The statement of "On-line exam and class exam were
extremely suitable for the course" can be given as an example of students views which mean suitable [Student
Survey -5]. In summary, it is expressed that planned objectives, content, instruction and assessment-evaluation
are suitable and there is no drawback in implementation.
f) The Position of the Course in Program: There are some opinions about the course of IT & Ethics at CEIT
program. According to them, it should take place 2 hours per a week in the eighth term. 28 students mentioned
that the class/term is suitable whereas 36 students and 1 expert mentioned that this is unsuitable. Example
statements which are for suitable can be given from student survey number 20: "I think freshmen, sophomore and
junior students are hardly dry behind the ears [For this lesson] It is pat for senior students." Most students
(n=34) and expert5 who think that the class/term is unsuitable claim the course should take place at first year
program instead the fourth -year one. As for its being a semester or yearly course, five students would like it to
be yearly and one student prefers it to be must rather than elective: "[To Ethical Principles] I have doubts to
follow these at career, I do not think that half semester is sufficient to raise such awareness." [Student Survey-
48]. With regard to the suitability of weekly course hours, most students (n=55) think in a positive way. One
student points out that it is more sufficient because there is also on-line dimension of the course. [Student Survey
-55]. Eight students express that weekly course hours are not sufficient. Five of them suggest that the course
should take place for 4 hours a week (2 days).
g) Superior Ways: Superior ways attributes of the b-learning implementation course taught by the instructor and
experts are ranged like that; to run the program with a great team, the process of a good planning and
implementation, the evaluation of on-line activities according to the scientific criteria, the possibility to give
regular feedback students, to present students experience social media tools for an academic aim, to provide
supply of a web site which belongs to the course and the issue that experts take place in weekly evaluations.
The instructor who emphasized that there is a great team involved in teaching process mention that six more
people from the field has contributed to preparing lesson plans and current materials and evaluations of weekly
comments, which made the implementation process successful. He adds that these contributions have a positive
Table 8. Students’ Views on the Attributes of Communication and Interaction
Setting
Attributes
f Chosen direct quotations
High -interaction 13
"Reciprocal student – teacher and student- student interaction patterns
were high [Student Survey-21]
Clue, feedback and correction 13
"…Feedback, correction, clue, student participation [was provided]"
[ Student Survey -9]
Accepting listening 12
"Our teacher listened to our all interpretation patiently without
discriminating between correct and incorrect …" [ Student Survey 33]
Emotional setting 11 "Class climate was arranged in a very good way." [ Student Survey -9]
Equal right to speak 10
"Teacher created a fair class atmosphere and recognized equal right to
speak to everybody, which led the course to be a positive way."
[ Student Survey -51]
Discussion process 10
"The instructor was moderating discussions splendidly. When the
discussion became more polemic, he changed the aspect of the
discussion, which left a positive impression on both students and
student-teacher patterns" [ Student Survey -44]
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effect on all course efficiency, result, student participation and the efficiency of materials. Experts have also
emphasized the experience of a good planning and implementation process. For example, the course became
more effective thanks to regular registration of weekly comments, standard criteria for evaluation, weekly
regular feedback for students’ writings and the direct correspondence of class and on-line activities [Expert
Survey-4]. It is determined that the evaluation of on-line activities in accordance with scientific criteria is one of
the superior ways of the course. Generally, it is explained under the assessment-evaluation theme that students
(n=57) also think the issue of assessment and evaluation in a positive way. The possibility of giving a regular
feedback to students is another superior way as well. The facility of experience using one of the social media
tools for academic purpose is the issue that the instructor mentions. Students also addressed this finding as the
contribution of Friendfeed usage under the category of proofs reflecting effectiveness of b-learning based
program implementation.
Unlike previous years, the instructor comments on the contribution of web site supply for the course in this
program like this: "It was good that the syllabus, weekly activities, the word of the week, criteria for assessment
and evaluation, students groups, some materials and videos etc. have taken part in the web site. This was
important in terms of showing the given importance to the course and providing course information with
students." Another superior way mentioned is an expert group has taken part in the course.
3.4.3. Proofs Reflecting Effectiveness of B-learning based Program Implementation
22 of the students who participated in the h-learning practices scored its effectiveness as very effective, 41as
effective, 1 as medium. Such statements of the participants as “The lesson was very effective with the help of in-
class discussions and online activities.” (Student Survey-5) and “ I think the course was conducted very
effectively without digressing from the core subjects” (Student Survey-58) support the findings. Proofs in terms
of achieving the goals are obtained from the statements and evaluation results of the weekly WDO activities. The
instructor states that cognitive and affective goals are achieved to a great extent. Majority of the students (n=40)
also claim that the lesson was mostly in accordance with the goals and the main determiner of reaching the goals
was their own future experiences: “You can learn all the goals in theory. But it is all related to how well you can
apply them in practice. I think we will see if we have reached the goals or not when we have the opportunity to
use them.” (Student Survey-3). 18 students say that the goals are completely reached and their unethical
behaviors are reduced. Students who think that the goals are partly achieved (n=5) have opinions regarding the
transfer of the learning. There has been an increase in the evaluation scores of the weekly WDO activities based
on the quantitative assessment of the experts. Accordingly, average score of the online activities was the lowest
in the first week (80), it increased through the weeks and reached the highest (88) at the end. Additionally, proofs
related to the effectiveness of the practices showed that the findings can be categorized under two themes:
fundamental level learning outcomes and high level learning outcomes.
a) Lower order learning outcomes: Students and the instructor state that “Knowledge of the ethics” (n=12) was
reached mostly in the cognitive domain. “Knowledge of informatics and ethics” (n=11) was often stated as the
cognitive goal of the lesson. They also say they acquired “the knowledge of information ethics.” (n=7). Besides,
there were statements like “being able to give examples for the related lesson using the Internet”, “knowledge of
laws and legal right regarding information technologies”, and “being able to explain the relationship between
ethics and laws.” Students (n=6) say the program was especially effective on “being able to explain the ethical
rules and concepts”. The instructor, the experts and one student emphasize that “being able to solve ethical
problems and violation of ethics” was reached.
The most repeated positive effect of the lesson in terms of fundamental level affective goals was “being able to
differentiate between what is ethic and what is not and ethical questioning” (n=35): “We often act before we
even think if our behaviors are ethical or not. This kind of education (this lesson) makes you think twice before
you act.” (Student Survey-59). Another repeated feature among the affective learning outcomes was “the
awareness of the informatics teachers about the informational ethics” (n=21). The statements on this matter are:
“…I can say that they have realized the importance of following ethical rules and values and their awareness was
raised. I can easily state that their opinions on the matters that they had never thought about before or that they
had no idea of have changed and become clearer.” (Instructor Interview)
“As IT teachers, we have learned about dos and don’ts while on the Internet. We learned more about
downloading, violation of copyrights and plagiarism.” (Student Survey-45)
b) Higher order learning outcomes: Levels beyond the third level of cognitive, affective and psychomotor
domains have been taken into consideration. Students (n=26) often repeated the positive effect “Supporting the
ethical behavior”. The statements related to this code are:
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“I didn’t expect this class would affect my life this much. Yet, I’ve become a person who pays attention to ethical
rules and who warns the ones who don’t.” (Student Survey-23)
“…(this class) raised our awareness of how green we were before and how we should behave now.” (Student
Survey-45)
The instructor observed in the students the “ability of evaluating situations in terms of ethics” as a high level
affective learning outcome. He said: “(one of the responsibilities of the students) is making reliable assessment
and clarifying their thoughts on ethics.” According to analysis, another repeated feature is “behaving according
to the ethical rules” (n=20) and “adopting ethical rules and values” (n=15). In addition, “personalizing ethical
behaviors” was also stated (n= 3). “Being able to use information technologies ethically” (n=13) was often stated
as acquired. The instructor, the expert and the students all stated that “being able to follow virtual
communication rules” and “being able to use the written language correctly” were also reached.
When all qualitative data set is studied, it is seen that focusing on current issues and using online activities in the
process of designing and applying the program have made students think, question and research. Analyses have
shown that there was consistency between program practices and its contribution to the students. According to
the findings, students can share their opinions easily and evaluate the opinions of their peers thanks to the online
activities (n=25). This helped students (n=16) develop a different viewpoint and understanding and led them to
analytical and in-depth thinking (n=11). Findings have helped us to create that schema in Figure 1:
Figure 1. The map of stakeholders’ views about on-line learning activities
When the opinions of stakeholders, which make up this map, are analyzed, it is seen that online activities
initially support explaining and sharing thoughts among participants. Participants sharing their thoughts naturally
required all the opinions to be discussed and assessed. Furthermore, two of the students stated “being able to
discuss virtual behaviors ethically” and both the instructor and one student stated “being able to discuss ethical
concepts” as the cognitive goals of the course. Students are understood to question each other’s thinking patterns
and thus to develop new viewpoints. It is also emphasized that “developing opinions regarding ethical behavior”
(n=5) and “making original comments on the course-related subjects” were among the acquired goals of the
course. Some of the statements by the instructor, the expert and the students are as below:
“(WDO activities) created a positive environment and helped us research on different discussion subjects, make
original comments and gave us the opportunity to read about different ideas.” (Student Survey-48)
“They had the opportunity to see the importance of multiple thinking through the questions in in-class and
weekly online activities.” (Instructor Interview)
“I concluded that students could think up more in details about informational ethics from what they wrote in the
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latest activity.” (Expert Survey-2)
Online activities also helped students develop analytical and in-depth thinking. Another positive effect
mentioned by the instructor, the expert and the students was the students being able to approach situations using
different viewpoints and critical thinking (n=10). Effective online activities and learning transfer through up-to-
date examples are among the positive effects of h-learning mentioned by all stakeholders (n=11). As seen in
Figure 1, the abilities acquired through online activities can be transferred to other areas of life. However, there
were students who were hesitant about the learning transfer. For example, student 59 said “We, as IT teacher
candidates, must pay attention to these matters but sometimes the real-life conditions are not for the ethics.” The
basic of the pattern formed by the analysis of opinions is the emotional comfort it provides. This shows that
online activities are more suitable for the students who cannot easily speak up in the classroom.
4. Conclusion and Discussion
4.1 Conclusion and Discussion Concerning the Effect of B-learning on Achievement
The course success of the student group, to whom the B-learning-based program was applied, has been observed
to increase meaningfully. There aren’t only studies showing the positive effects of b-learning on the
achievement/course success (Chen et al., 2010; El-Deghaidy & Nouby, 2008; Tsai et al., 2011; Woltering et al.,
2009; Yılmaz, 2009) but also the ones showing that it doesn’t have a meaningful effect on the achievement
/course success (Delialioğlu, 2004; Delialioğlu & Yıldırım, 2007). El-Deghaidy and Nouby (2008) indicated the
significant effect of b-learning on the course success in addition to Tsai et al. (2011) saying that the course
success has increased through b-learning practices supporting self-regulated learning such as the weekly online
activities in this study. However, Ünsal (2007), who examines b-learning in terms of student success and
motivation, determined that there isn’t a significant change among the student groups who received a face-to-
face training and taught by the b-learning practices when it comes to the academic success and motivation grades
although b-learning practices differs meaningfully from the face-to-face learning in terms of permanence grades.
Moreover, he states that the mid-term averages of b-learning students has increased considerably compared to
averages of the face-to-face students. When the measurement pairs were compared, a significant increase was
found between the second measurement score done at the beginning of the program and the third one after a
month while the program was still in use although other measurement pairs didn’t show any sound difference.
Since an empirical procedure wasn’t conducted, not having a significant difference between the first
measurement pair was an expected result. This can be reviewed as the evidence of internal validity because it
shows that there has never been an alteration that can affect the achievement before the empirical procedure.
During the time between the last two measurements, not having a significant difference despite the continuous
learning can be due to timing of the measurement carried out as a part of the research design. Additionally, in the
last measurement done at the end of the program, students might have had cognitive fatigue and negative effects
of the social events at the time and of the approaching KPSS (reluctance and not being able to focus on the
exams and the measurements etc.) can be observed. Reciprocal determinism theory by Bandura (1986) also
suggests that behaviors are always under interaction with individuals and environment and they can be
influenced by individuals and environment. It can be discussed that the proposal of b-learning-based program as
the material of the empirical procedure in this study has affected student achievement in a positive and
meaningful way when b-learning-based programs are perceived as an effective communication medium between
student-student and teacher-student outside the classroom (Borup et al., 2011; Kirişçioğlu, 2009; Osguthorpe &
Graham, 2003), and programs that foster the active participation in the lessons (Geçer & Dağ, 2012) and offer
the richness of learning through information sharing in the discussion rooms (Osguthorpe & Graham, 2003;
Ünsal, 2007).
4.2 Conclusion and Discussion Concerning the Effect of B-learning on Perceived Cognitive Flexibility
The average scores of the perceived cognitive level of flexibility of the students, to whom b-learning-based
program was applied, increased in a linear trend from the first measurement to the forth one. When the difference
among the measurement pairs was examined, it was revealed that the difference between the second
measurement pair [(CFS2) – (CFS3)] was meaningful and the difference between the first and the third
measurement pairs was not. A comparison to the other study results cannot be made because there is not a
research finding in the literature explaining the effects of learning on the cognitive flexibility. However,
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evaluating the research findings reported to have affected the cognitive flexibility is seen beneficial. The
literature suggests that the cognitive flexibility is increased together with the social efficacy (Bilgin, 2009b) and
problem-solving abilities (Bilgin, 2009b; Orendain & Wood, 2012; Yücel, 2011). Thus, b-learning-based
programs designed with a problem-oriented and constructivist perspective are thought to lead to a change in the
cognitive schemata of the students in accordance with qualitative results. It can be stated that students had the
opportunity to think on the lesson subjects thanks to the online activities which were a part of the b-learning-
based program, and then they discovered different viewpoints by interacting with their peers. In other words,
focusing on the multiple viewpoints was achieved as Yurdakul (2004) asserted. In this way, it is understood that
the students who rasped the subject/problem with different viewpoints were able to construct their own opinions.
As are in the results of the achievement tests, a meaningful difference was observed between the second
measurement pair while there was none between the other pairs. This case is thought to be the result of the
justifications indicated in the results section related to the achievement tests.
4.3 Conclusion and Discussion Concerning the Effect of B-learning on Perceived Self-Regulated Learning Skills
The average scores of the perceived self-regulating learning ability of the student group, to whom b-learning-
based program was applied, increased from the first measurement to the third one, and decreased slightly in the
last measurement compared to the third one. A meaningful linear trend has been spotted in the scores of self-
regulating learning. When the difference among the measurement pairs was examined, it was revealed that the
difference between the second measurement pair [(SLSS2) – (SLSS3)] was meaningful and the difference
between the first and the third measurement pairs was not. According to Woolfolk (2004), motivation to learn is
one of the characteristics of the learners who have the self-regulating skills. The qualitative results of this study
have shown that students did individual research on the relating subject matter, directed their own learning and
synthesized case studies with the information they learnt through inquisition. Consequently, students can be
thought to have the motivation to learn. Also, activities by the trainers and the associate have been observed to
increase the motivation for the lesson. Literature also offers studies about the positive effects of b-learning on the
perceived self-regulating learning skills (Bele & Rugelj, 2007; Garrison & Kanuka, 2004; Poon, 2013; Ünsal,
2007; Woltering et al., 2009). The online activities of b-learning can be considered the reason leading students to
the self-regulating learning. As are in the results of the achievement tests and the perceived cognitive level of
flexibility, a meaningful difference was observed between the second measurement pair while there was none
between the other pairs. Similarly, not having a meaningful difference is an expected situation since an empirical
procedure wasn’t carried out between the first measurement pair, and this situation can be seen as the proof of
internal validity showing there hasn’t been a change affecting the perceived level of cognitive flexibility before
the empirical procedure. When it comes to the third measurement pair, it was seen that the scores of the third and
the forth measurements remained almost the same. The second measurement range corresponded the time when
the program started. During this time, students struggled to follow the evaluation criteria while responding to the
online learning activities, so they are thought to have used the self-regulating skills to the most between the
second measurement pair.
4.4 Conclusion and Discussion Concerning Stakeholders’Evaluation of the Program Based on B-learning
Based on the descriptions regarding the implementation process, it was observed that the activities of the b-
learning based program held in class were conducted in an appropriate physical environment in general, and that
the instructor created rich educational situations within the scope of the program design, used various techniques,
equipment and materials and carried out several activities of testing and assessment. In addition, it was interfered
that the instructor assumed the role of a guide, encouraged students to participate and students had active tasks
both in and outside the classroom during the process. It was therefore concluded that the program design was
conducted abiding by the program design developed in the study. Consistent with the pattern in Figure 1, the fact
that the process had been planned in accordance with the principles of program development, and the experience
and competence of the instructor were seen as the factors that enabled the program design to be implemented as
it was planned. As Demirel (2008) stated, teachers’ role cannot be ignored in achievement of program
implementations.
According to the qualitative findings concerning the implementation process, b-learning based program
encouraged students particularly for research and investigation, to share their opinions with their peers and
experts through interaction, to develop viewpoints and to transfer what has been learnt with up-to-date examples
by increasing the efficiency of the lesson. According to the social cognitive theory which is based on sequential
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linear cognitive interaction learning theory, expectations occurring as a result of the mutual interaction of the
individual and the environment underlie the transfer in learning (Bigge and Shermis, 2004). Moreover, it was
concluded that b-learning based program was appropriate with many of its features, learning-teaching activities
could be carried out in a sound way and that it was evaluated positively in general by all the stakeholders. There
are several studies supporting this finding in the literature. For example, various findings can be found showing
that positive opinions were expressed about blended lessons (Ateş et. al. 2008; Uğur, 2007; Woltering et. al.,
2009; Yılmaz, 2009; Yılmaz & Orhan, 2010); b-learning increased the interest in the lesson (Dönmez, 2005;
Kirişçioğlu, 2009); and that it increased motivation for learning (Kirişçioğlu, 2009; Yılmaz & Orhan, 2010).
Evidence showing the efficiency of the b-learning based program implementations revealed that the b-learning
based program was effective, the objectives of the course were mostly achieved and that the main determiner of
achieving the objectives according to students was their own future experiences. The fact that students’ grade
averages they got for their performances in the weekly WBL activities increased in time was another indicator
that the course achieved its objectives gradually.
Considering all the qualitative and quantitative findings of the study, various factors were considered to be
effective for the success of b-learning implementations. These factors, which can also be called the success
criteria of b-learning, are presented in Figure 2.
Figure 2. Map of the factors considered to make b-learning successful
The variables included in this map which reflects the results of the study are also corresponded in the b-learning
literature. For instance; there are some findings showing that structured learning via objective oriented lesson
design and student instructions including testing-assessment criteria should be present in online discussions in b-
learning (Morrison, 2013); b-learning provided an effective way of communication both in and outside the class
(Borup et. al., 2011; Kirişçioğlu, 2009; Osguthorpe & Graham, 2003); and that it increased interest and
motivation for the lesson (Dönmez, 2005; Kirişçioğlu, 2009; Yılmaz & Orhan, 2010). It was also seen that the
pattern was consistent with suggestions that the teacher is the leader and guides students in online discussion
groups (Morrison, 2013; Xin & Feenberg, 2006).
Finally, the students, instructor and experts provided positive feedback for b-learning approach. Therefore, as
carried out in the study, higher education instructors are recommended to include more b-learning practices for
which need analyses are carried out considering the principles of program development, which support in-class
education with case study based online learning activities and which are designed in interaction with experts in
the field. On the other hand, a recommendation for researchers is to study the effects of b-learning with
experiment and control groups by employing an experimental design with a control group (under conditions
where inter-group interaction is prevented or minimized). Our final word is that we think the future is blended
learning in higher education, so we encourage educators to try blending!
References
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