Blended Learning Approach in Teacher Education: Teacher Candidates' Perceptions and Experiences from Turkey
Aslihan Kocaman, Ercan Kiraz, M. Yasar Ozden, Middle East Technical University, Turkey
EdMedia + Innovate Learning, in Orlando, FL USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
In the last years, blended learning environments are brought forward as a solution to the not seen distinction between traditional face-to-face instructions with recent distance learning environments. Designing blended courses are popular, since that avoid the pitfalls associated with wholly online or wholly traditional face-to-face courses. All over the world, many universities are struggling to the migration of their traditional face-to-face courses to a blended format by supplementing it with Web applications. The purpose of this case study is to examine the prospective student teachers' perceptions and experiences to the course that is designed in a blended format. The potential of blending face-to-face environments with online applications is an important issue in educational settings and must be explored from the students' perspectives. This paper discusses a group of prospective student teachers' perceptions in a blended course. Qualitative research approaches were employed for the design, collection, analyses and interpretation of the data.
Kocaman, A., Kiraz, E. & Ozden, M.Y. (2006). Blended Learning Approach in Teacher Education: Teacher Candidates' Perceptions and Experiences from Turkey. In E. Pearson & P. Bohman (Eds.), Proceedings of ED-MEDIA 2006--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2841-2847). Orlando, FL USA: Association for the Advancement of Computing in Education (AACE).
© 2006 Association for the Advancement of Computing in Education (AACE)