Browsing by Subject "Blended learning"
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Item Open Access An analysis of student perceptions and teacher intentions of blended learning in Computer and Instructional Technology Teacher Education Program(2011) Azgur, Mehmet SerhatOne of the key concerns of teacher education is to facilitate the development of the teaching talents of pre-service teachers with scaling technologies and pedagogy of the 21st Century. Teacher educators also need to enhance pre-service teachers’ curriculum by modeling good teaching methods. This study explored another side of blended learning methods and tried to uncover students’ perceptions of what their instructors are practicing. Social relations that are created by blended learning methods are also explored. Instructors of Computer and Instructional Technology Teacher Education Department (CTE) and their respective students were participants in the study to investigate the departmental use of blended learning methods. Total of 44 students and 12 teachers participated in the study. Only students of preparatory school and freshmen are not included because of their lack of sufficient number of courses where blended v learning methods are used. Data collection tools in the research included interviews and questionnaires aimed to assess students’ perception of blended learning methods together with the interviews and questionnaires of the instructors of the CTE Department in order to understand what blended learning methods were practiced. The data collected from both interviews and questionnaires were analyzed using qualitative and quantitative techniques. The findings revealed that although 4th and 5th year students are aware of the different applications of blended learning and the intentions of teachers who used this approach, we cannot generalize and say the same for all CTE students. Yet another finding is that participants thought that Learning Management Systems (LMS) improve the student-to-student and teacher-to-student relations in instructional settings. Additionally, the majority of the students think that computer literacy affects the success of blended learning applications unlike the beliefs of instructors.Item Open Access The blended design studio: an appraisal of new delivery modes in design education(Elsevier, 2012-05) Taşlı-Pektaş, ŞuleThe design studio is widely accepted as the core of curriculum because it aims to include many curricular topics within a projectbased approach. Despite the importance of the studio in design education, it was observed that the delivery modes in studio teaching have not much evolved as a response to changing generations and developing technology. Having reviewed current trends in educational technology, this paper presents a framework for a blended design studio in which the strengths of traditional and online learning methods are combined. Among the new online learning tools Web 2.0 applications (such as Facebook, Blogs and Wikis) and learning management systems (such as Moodle, Blackboard, and WebCT) deserve particular attention. The uses of Web 2.0 applications and learning management systems in design studios have been very rare and are just emerging. This paper proposes a blended and social constructivist model for the design studio and presents the results of an empirical research in an exploratory case study which combined traditional design studio, a learning management system and social networking media. It is found that the blended studio suits well to the needs and preferences of new generation of design students who are often named as “digital natives”. The opportunities and challenges of using social networking media and learning management systems in design education context are discussed and suggestions are made for further experimentation and research.Item Open Access Exploring the effectiveness of blended learning in interior design education(Routledge, 2016) Afacan, YaseminThis study explores how blended learning can contribute to interior design students’ learning outcomes, their engagement with non-studio courses and affect their learning achievements. Within the framework of the study, a blended learning experience was carried out in ‘IAED 342 Building Performance’ module at Bilkent University, Turkey. A total of 120 interior architecture students were surveyed about their experiences on five fields of instruction: (1) course design, learning material and electronic course environment; (2) interaction between students and instructor; (3) interaction with peers; (4) individual learning process; and (5) course outcomes. Frequency distributions, chi-square factor and regression analyses were calculated. Four blended learning factors were developed and their contribution to learning outcomes was analysed. The results showed that teaching both online and face-to-face can create an effective learning environment for non-studio classes, while contributing to a considerable value for the interior design education in terms of teaching process.Item Open Access Fostering self-regulated learning through the effective learning module: a case study in Turkish context(2019-10) Güllü, AbdulkadirThis master’s thesis investigates the perceptions of students in an English preparatory school blended program towards the effectiveness of an Effective Learning Module (ELM). This module was designed to help students create an effective learning plan to become self-regulated learners. Specifically, within the ELM the research also aims to investigate the perceived effectiveness of goal setting, learning strategies, and evaluating resources to ultimately create a learning plan and implement it. This was a case study conducted in one state university with ten participants (Mage = 20.8). The results of the content analyses revealed perceived increases in the self-regulatory skills of the participants. Specifically, the participants perceived that the ELM was helpful for setting goals, and creating a learning plan. They also stated that they learned various learning strategies with the help of the ELM. Finally, the participants reported that they learned various methods to evaluate and select resources for learning. The findings, along with implications for practice and further research are discussed.Item Open Access Student experiences of blended learning in interior architecture(Informing Science Institute, 2018) Afacan, YaseminAim/Purpose This study investigates, through structural equation modeling, the direct and indirect effects of blended learning on overall course satisfaction and student performance in interior architecture. Background For critical education contexts, it is important to analyze student satisfaction with blended learning as well as its effects on student performance. In the con-text of teaching design, there is a need for in-depth research to understand what factors determine satisfaction with blended learning and how these factors af-fect performance in design courses both directly and indirectly. Methodology To explore the student experiences of blended learning and its effects on the relationship between overall course satisfaction and student performance, data was collected through a survey instrument from a randomly selected 306 under-graduate students, 220 female and 86 male, each enrolled in four daytime blend-ed learning sections of a design course. Contribution Different than other studies, this study contributes to the literature by investi-gating the direct and indirect effects of a blended learning environment on the relationship between overall course satisfaction and student performance in the interior architecture context, rather than solely focusing on satisfaction or per-formance. Findings The findings show that satisfaction with blended learning has a significant and direct influence on performance. Different than the studies in blended learning satisfaction literature, the study found blended interpretation and experience as significant contributors to impact blended learning satisfaction in design cours-es. Recommendations for Practitioners The findings in the study are intended to assist design instructors in improving student satisfaction of a blended design course in order to enjoy the possibilities of new information and communication technologies (ICTs) as well as to serve as a basis for developing an effective course mechanism in a blended design curriculum. Recommendations for Researchers The study focused on the mediating effect of only one variable, which was per-formance, but researchers could investigate more variables, such as experience, learning strategies, and retention as having mediating effects on student satisfac-tion in different blended learning models in design courses. Impact on Society This study emphasizes that students' satisfaction with blended learning in chal-lenging learning environments like interior architecture provides learners with choices to develop more student-centered instruction and increased perfor-mance and engagement. Future Research It is advisable to (i) explore the blended learning behavior of international de-sign students compared with national students and (ii) investigate potential im-plications of computer-mediated feedbacks on student creativity.Item Open Access The virtual design studio on the cloud: a blended and distributed approach for technology-mediated design education(Taylor and Francis Ltd., 2015) Pektaş, Ş. T.The studio is widely accepted as the core in design education because it aims to integrate many curricular topics within its scope. However, learning environments in studio teaching have not been explored and exploited as a response to developing technology and changing socio-cultural context, yet. In order to alleviate the problem, this paper presents an innovative model for a virtual design studio which utilizes social networking media and cloud computing. The virtual design studio is conceptualized as a socio-technical system where intelligence is distributed across people and tools. The study proposes several means of augmenting intelligence in such a studio. The application of the theoretical framework is demonstrated in a real-life case study. The results of an empirical survey show that the proposed model was well accepted by the students. In the paper, the opportunities and challenges of this approach are discussed and suggestions are made for further studies.Item Open Access Virtual design studio revisited: A blended approach for the digital natives(eCAADe, 2012-09) Taşlı-Pektaş, ŞuleThis paper presents a distributed and blended model for a virtual design studio and demonstrates the application of the model in a real-life case study. An empirical survey revealed that the proposed model was well-accepted by the current generation of architectural students. The complementary use of the tools with different representational capabilities and synchronization modes enabled effective learning processes. The study also suggested that characteristics of architectural education might entail customization in online and blended learning in several ways.