Communication and Collaboration, Satisfaction, Equity, and Autonomy in Blended Learning Environments: A Case from Turkey
IRRODL Volume 10, Number 2, ISSN 1492-3831 Publisher: Athabasca University Press
Research studies conducted in the area of e-learning and blended learning lead to the emergence of new concepts, which directly influence quality. Among these concepts, the ones taken into consideration for this research study are as follows: communication and collaboration, satisfaction, equity, and autonomy. The perceptions of students taking blended ICT courses in a private university in Turkey were gathered through an Online Learning Environment Survey (OLES). Additionally, the suggestions of instructors for improving the quality of blended learning were obtained through a focus group interview. The findings of this study show that the perceived communication, collaboration, and satisfaction levels of students vary according to their levels of computer and Internet literacy. Also, there are differences in the students' satisfaction levels based on gender. The majority of students revealed that they considered themselves to be autonomous and equal in the blended learning environment. The findings of this research study, together with our review of recent literature, lead us to conclude that there are four major areas (containing several factors) that must be considered when developing a high-quality blended learning environment. These four areas are as follows: technology, instructors, students, and pedagogy. Based on the findings, some practical suggestions for transforming traditional courses into blended ones are also offered at the end of the research study. Finally, suggestions for the future are provided. (Contains 11 figures and 10 tables.)
Gulbahar, Y. & Madran, R.O. (2009). Communication and Collaboration, Satisfaction, Equity, and Autonomy in Blended Learning Environments: A Case from Turkey. The International Review of Research in Open and Distributed Learning, 10(2),. Athabasca University Press.
Cited ByView References & Citations Map
Is blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students?
Chi-Cheng Chang, Department of Technology Application and Human Resource Development National Taiwan Normal University; Kuen-Ming Shu, Department of Mechanical and Computer-aided Engineering National Formosa University; Chaoyun Liang, Department of Bio-Industry Communication and Development National Taiwan University; Ju-Shih Tseng & Yu-Sheng Hsu, Department of Technology Application & Human Resource Development National Taiwan Normal University
The International Review of Research in Open and Distributed Learning Vol. 15, No. 2 (Apr 01, 2014)
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.