Students' Perceptions on Effective Dimensions of Interactive Learning in a Blended Learning Environment
Journal of Educational Technology & Society Volume 10, Number 2, ISSN 1176-3647 e-ISSN 1176-3647
This study investigates students' perceptions of the "effective dimensions of interactive learning" in a hybrid course. A case-study design was used, and 25 students enrolled in "Computer Networks and Communication," a course at a public university in Turkey, formed the sample of this study. The study lasted for 14 weeks. At the end of the study, interviews were conducted to gather data on the "effective dimensions of interactive learning". Additionally, computer logs of the students were kept and analyzed to triangulate the interview data. The findings of the study showed that the way instructivist and constructivist elements are blended, the need for metacognitive support, authentic learning activities, collaboration, type and source of motivation, individualized learning, and access to the Internet played important roles in students' learning in the hybrid course. (Contains 4 tables and 2 figures.)
Delialioglu, O. & Yildirim, Z. (2007). Students' Perceptions on Effective Dimensions of Interactive Learning in a Blended Learning Environment. Journal of Educational Technology & Society, 10(2), 133-146.
Cited ByView References & Citations Map
Katherine Terras, Kari Chiasson & Adam Sansale, University of North Dakota, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 955–960
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