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Kuantum Öğrenme Döngüsü ile Desteklenen Harmanlanmış Öğrenmenin Öğretmen Adayları Perspektifinden Q Metodu ile İncelenmesi / Investigation of Blended Learning Supported by the Quantum Learning Design Framework from the Perspectives of Prospective Teachers

Year 2016, Volume: 13 Issue: 35, 0 - 0, 24.09.2016

Abstract

Bu çalışmanın amacı öğretmen adaylarının Kuantum öğrenme döngüsü ile desteklenen harmanlanmış öğrenme ders tasarımına ilişkin algılarını Q metodu aracılığıyla ortaya koymaktır. Araştırma, öğretmen adaylarının sürece ilişkin fikir birliğinde olduğu noktaların açığa çıkarılması, süreç boyunca en önemli görülen aşamaların önem derecesi belirlenerek değerlendirmeler yapılabilmesi ve çıkarımlarda bulunmayı sağlaması noktasında önem taşımaktadır. Araştırma verileri 2014-2015 eğitim öğretim yılında Gaziantep Eğitim Fakültesi İlköğretim Matematik Öğretmenliği 3. Sınıfa devam eden 31 ilköğretim matematik öğretmen adayından; araştırmacı tarafından hazırlanan Q dizgisi ve yargı cümleleri aracılığıyla toplanmıştır. Verilerin analizi için “PQMETHOD 2.35” yazılımı kullanılmıştır. Verilerin analizi sonucu öğretmen adaylarının sürece ilişkin olumlu fikir birliği içerisinde oldukları ve kendilerinin aktif olduğu etkinliklerde yer almaktan memnun oldukları tespit edilmiştir. Sonuçlara yönelik olarak harmanlanmış öğrenme ders tasarımlarında yer alan öğrencilerin aktif katılım gösterebileceği uygulamalara yer verilmesi gibi önerilerde bulunulmuştur.

Anahtar Kelimeler:  Q metot, Öğretmen adayı, Harmanlanmış öğrenme, Kuantum öğrenme döngüsü

References

  • Aygün, M. (2011). Algo-Heuristik Kurama Dayalı Harmanlanmış Öğrenme Ortamlarının Öğrencilerin Sunum Hazırlama Becerilerine ve Derse Yönelik Tutumlarına Etkisi. Ahi Evran Ün. Fen Bilimleri Enstitüsü, Bilgisayar ve Öğretim Teknolojileri Eğitimi Anabilim Dalı.
  • Bath, D., ve Bourke, J. (2010). Getting started with blended learning. GIHE.
  • Bliuc, A. M., Goodyear, P., ve Ellis, R. A. (2007). Research focus and methodological choices in studies into students' experiences of blended learning in higher education. The Internet and Higher Education, 10(4), 231-244. doi:10.1016/j.iheduc.2007.08.001
  • Bloom, B. S. (1976). Human characteristics and school learning, New York: McGraw-Hill.Brown, 1999
  • Bonk ve C. R. Graham (Eds.), Handbook of blended learning: Global perspectives, local designs. San Francisco, CA: Pfeiffer.
  • Camp, William G. "Participation in student activities and achievement: A covariance structural analysis." The Journal of Educational Research 83.5 (1990): 272-278.Chickering ve Ehrmann (2001)
  • Coogan J. ve Herrington N. (2011). Q methodology: an overview, in Research in Secondary Teacher Education, Vol.1, No.2. October 2011 pp. 24-28.
  • Çobanoğlu, A. A. Information Technology Student Teachers’ B-learning Satisfaction Levels.
  • Demir, F. ve Kul, M. (2011). Modern Bir Araştırma Yöntemi Olarak; Q Metodu. Ankara: Adalet Yayınları
  • DePorter, B. ve Hernacki M. (1992). Quantum Learning : Unleashing the Genius in You. Dell Publishing Group, ss.14, 16, 156, 160,170-180,186-190, 192, 197, 210, 213, 230
  • DePorter, B., Reardon M. ve Nourie S. S. (1999). Teaching Orchestrating Student Success. A Viacom Company. ss.5, 99-100
  • Donnelly, R. (2010). Harmonizing technology with interaction in blended problem-based learning. Computers ve Education, 54(2), 350-359. doi:10.1016/j.compedu.2009.08.012
  • Driscoll, M. (2002). Blended learning: Let's get beyond the hype. Retrieved from http://www-07.ibm.com/services/pdf/blended_learning.pdf
  • Finn, A. ve Bucceri, M. (2004). A Case Study Approach to Blended Learning, Centra Software, Inc.
  • Garrison, D. R. ve Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105. doi:10.1016/j.iheduc.2004.02.001
  • Gecer, A. (2013). Lecturer-Student Communication in Blended Learning Environments. Educational Sciences: Theory and Practice, 13(1), 362-367.
  • Glen, R. A. (2005). The Tasmanides of eastern Australia. Geological Society, London, Special Publications, 246(1), 23-96.
  • Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C.
  • Güzer, B. ve Caner, H. (2014). The past, present and future of blended learning: an in depth analysis of literature. Procedia-Social and Behavioral Sciences,116, 4596-4603.
  • Hanbay, O. (2009). Kuantum Öğrenme Temelli Öğreterek Öğrenme Yönteminin İkinci Yabancı Dil Olarak Almancanın Öğrenilmesine Etkisi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 1(12), 17-27.
  • Harding, A., Kaczynski, D., ve Wood, L. (2005, September). Evaluation of blended learning: analysis of qualitative data. In Proceedings of uniserve science blended learning symposium (pp. 56-61).
  • Herloa, D. (2015). Improving Efficiency of Learning in Education Master Programs, by Blended Learning. Procedia-Social and Behavioral Sciences,191, 1304-1309.
  • Johnson, C. P. (2014). Increasing students’ academic involvement: Chilean teacher engagement with learners in blended English as a foreign language courses (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3601549)
  • Jonas, D. ve Burns, B. (2010). The transition to blended e-learning. Changing the focus of educational delivery in children's pain management. Nurse Education in Practice 10(1), 1-7. doi:10.1016/j.nepr.2009.01.015
  • Kocaman Karoğlu, A., Kiraz, E. ve Özden, M. Y. (2014). Yükseköğretimde Karma bir Dersin Tasarımında İyi Uygulama İlkeleri.Education ve Science/Egitim ve Bilim, 39(173).
  • Le Tellier, J. P. (2006). Quantum learning ve instructional leadership in practice. Corwin Press.
  • Lewis, R. W. B. (2009). The American Adam. University of Chicago Press.
  • Lim, D. H., ve Morris, M. L. (2009). Learner and instructional factors influencing learning outcomes within a blended learning environment. Educational Technology ve Society, 12(4), 282-293. Retrieved from http://www.ifets.info/journals/12_4/24.pdf
  • López-Pérez, M. V., Pérez-López, M. C. ve Rodríguez-Ariza, L. (2011). Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers ve Education, 56(3), 818-826.
  • Merrill, M. D. (2002). First principles of instruction. Educational technology research and development, 50(3), 43-59.
  • Mihaila-Lisa, G. (2003). Suggestopedia – A Wonder Approach To Learning Foreign Languages?.
  • Minewiser, L. (2000). Accessing the “Reserve Capacities:” Suggestopedia, the Brain, and Mind-Body Learning. Journal of Accelerated Learning And Teaching, 25(1ve 2): 7,10, 13-14
  • Nor, A. S. M. ve Kasim, N. A. A. (2015). Blended Learning Web Tool Usage among Accounting Students: A Malaysian Perspective. Procedia Economics and Finance, 31, 170-185.
  • Osgerby, J. (2013). Students' perceptions of the introduction of a blended learning environment: An exploratory case study. Accounting Education, 22(1), 85-99.
  • Osguthorpe, T. R. ve Graham, C. R. (2003). Blended learning environments: Definitions and directions. Quarterly Review of Distance Education, 4(3), 227-233.
  • Pesen, A. (2014). Harmanlanmış öğrenme ortamının öğretmen adaylarının akademik başarısına, ders çalışma alışkanlıklarına ve güdülenme düzeylerine etkisi. Yayımlanmamış Doktora Tezi, Dicle Üniversitesi, Diyarbakır.
  • Picciano, A. G., Dziuban, C. D., ve Graham, C. R. (2013). Blended learning: Research perspectives (Vol. 2). Routledge.
  • Precel, K., Eshet-Alkalai, Y., ve Alberton, Y. (2009). Pedagogical and design aspects of a blended learning course. The International Review of Research in Open and Distributed Learning, 10(2).
  • Poon, J. (2012). Use of blended learning to enhance the student learning experience and engagement in property education. Property management,30(2), 129-156.
  • Ramlo, S. (2011). Using word clouds to visually present Q methodology data and findings. Journal of Human Subjectivity, 9(2), 95-108.
  • Ramlo, S. E., McConnell, D., Duan, Z. H. ve Moore, F. B. (2008). Evaluating an inquiry-based bioinformatics course using Q methodology. Journal of Science Education and Technology, 17(3), 219-225.
  • Saliba, G., Rankine, L., ve Cortez, H. (2013). Fundamentals of blended learning.University of Western Sydney. Retrieved June, 30, 2014.
  • Sharpe, R., Benfield, G., Roberts, G., ve Francis, R. (2006). The undergraduate experience of blended elearning: A review of UK literature and practice. York, UK: The Higher Education Academy. Retrieved from http://www.heacademy.ac.uk/assets/documents/teachingandresearch/Sharpe_ Benfield_Roberts_Francis.pdf
  • Singh, H., ve Reed, C. (2001). A white paper: Achieving success with blended learning. Centra software, 1.
  • Smyth, S., Houghton, C., Cooney, A., ve Casey, D. (2012). Students' experiences of blended learning across a range of postgraduate programmes.Nurse education today, 32(4), 464-468.
  • Stacey, E., ve Gerbic, P. (2008). Success factors for blended learning. In R. Atkinson ve C. McBeath (Eds.), Hello! Where are you in the landscape of educational technology? Proceedings of the 25th ASCILITE Conference (pp. 964-968). Melbourne, Australia: Deakin University. Retrieved from http://www.ascilite.org.au/conferences/melbourne08/procs/stacey.pdf
  • Van Exel, J., ve De Graaf, G. (2005). Q methodology: A sneak preview.Retrieved January, 24, 2009.
  • Whitelock, D., ve Jelfs, A. (2003). Editorial for special issue on blended learning: Blending the issues and concerns of staff and students. Journal of Educational Media, 28(2-3), 99-100.
  • Williams, N. A., Bland, W., ve Christie, G. (2008). Improving student achievement and satisfaction by adopting a blended learning approach to inorganic chemistry. Chemistry Education Research and Practice, 9(1), 43-50.
  • Tüysüz, C., Tatar, E., ve Kuşdemir, M. (2010). Probleme Dayalı Öğrenmenin Kimya Dersinde Öğrencilerin Başarı ve Tutumlarına Etkisinin İncelenmesi/Effect Of The Problem Based Learning On Students' Achievement And Attitude In Chemistry. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(13).
  • Yen, J.-C., ve Lee, C.-Y. (2011). Exploring problem solving patterns and their impact on learning achievement in a blended learning environment. Computers ve Education, 56(1), 138-145.
Year 2016, Volume: 13 Issue: 35, 0 - 0, 24.09.2016

Abstract

References

  • Aygün, M. (2011). Algo-Heuristik Kurama Dayalı Harmanlanmış Öğrenme Ortamlarının Öğrencilerin Sunum Hazırlama Becerilerine ve Derse Yönelik Tutumlarına Etkisi. Ahi Evran Ün. Fen Bilimleri Enstitüsü, Bilgisayar ve Öğretim Teknolojileri Eğitimi Anabilim Dalı.
  • Bath, D., ve Bourke, J. (2010). Getting started with blended learning. GIHE.
  • Bliuc, A. M., Goodyear, P., ve Ellis, R. A. (2007). Research focus and methodological choices in studies into students' experiences of blended learning in higher education. The Internet and Higher Education, 10(4), 231-244. doi:10.1016/j.iheduc.2007.08.001
  • Bloom, B. S. (1976). Human characteristics and school learning, New York: McGraw-Hill.Brown, 1999
  • Bonk ve C. R. Graham (Eds.), Handbook of blended learning: Global perspectives, local designs. San Francisco, CA: Pfeiffer.
  • Camp, William G. "Participation in student activities and achievement: A covariance structural analysis." The Journal of Educational Research 83.5 (1990): 272-278.Chickering ve Ehrmann (2001)
  • Coogan J. ve Herrington N. (2011). Q methodology: an overview, in Research in Secondary Teacher Education, Vol.1, No.2. October 2011 pp. 24-28.
  • Çobanoğlu, A. A. Information Technology Student Teachers’ B-learning Satisfaction Levels.
  • Demir, F. ve Kul, M. (2011). Modern Bir Araştırma Yöntemi Olarak; Q Metodu. Ankara: Adalet Yayınları
  • DePorter, B. ve Hernacki M. (1992). Quantum Learning : Unleashing the Genius in You. Dell Publishing Group, ss.14, 16, 156, 160,170-180,186-190, 192, 197, 210, 213, 230
  • DePorter, B., Reardon M. ve Nourie S. S. (1999). Teaching Orchestrating Student Success. A Viacom Company. ss.5, 99-100
  • Donnelly, R. (2010). Harmonizing technology with interaction in blended problem-based learning. Computers ve Education, 54(2), 350-359. doi:10.1016/j.compedu.2009.08.012
  • Driscoll, M. (2002). Blended learning: Let's get beyond the hype. Retrieved from http://www-07.ibm.com/services/pdf/blended_learning.pdf
  • Finn, A. ve Bucceri, M. (2004). A Case Study Approach to Blended Learning, Centra Software, Inc.
  • Garrison, D. R. ve Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105. doi:10.1016/j.iheduc.2004.02.001
  • Gecer, A. (2013). Lecturer-Student Communication in Blended Learning Environments. Educational Sciences: Theory and Practice, 13(1), 362-367.
  • Glen, R. A. (2005). The Tasmanides of eastern Australia. Geological Society, London, Special Publications, 246(1), 23-96.
  • Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C.
  • Güzer, B. ve Caner, H. (2014). The past, present and future of blended learning: an in depth analysis of literature. Procedia-Social and Behavioral Sciences,116, 4596-4603.
  • Hanbay, O. (2009). Kuantum Öğrenme Temelli Öğreterek Öğrenme Yönteminin İkinci Yabancı Dil Olarak Almancanın Öğrenilmesine Etkisi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 1(12), 17-27.
  • Harding, A., Kaczynski, D., ve Wood, L. (2005, September). Evaluation of blended learning: analysis of qualitative data. In Proceedings of uniserve science blended learning symposium (pp. 56-61).
  • Herloa, D. (2015). Improving Efficiency of Learning in Education Master Programs, by Blended Learning. Procedia-Social and Behavioral Sciences,191, 1304-1309.
  • Johnson, C. P. (2014). Increasing students’ academic involvement: Chilean teacher engagement with learners in blended English as a foreign language courses (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3601549)
  • Jonas, D. ve Burns, B. (2010). The transition to blended e-learning. Changing the focus of educational delivery in children's pain management. Nurse Education in Practice 10(1), 1-7. doi:10.1016/j.nepr.2009.01.015
  • Kocaman Karoğlu, A., Kiraz, E. ve Özden, M. Y. (2014). Yükseköğretimde Karma bir Dersin Tasarımında İyi Uygulama İlkeleri.Education ve Science/Egitim ve Bilim, 39(173).
  • Le Tellier, J. P. (2006). Quantum learning ve instructional leadership in practice. Corwin Press.
  • Lewis, R. W. B. (2009). The American Adam. University of Chicago Press.
  • Lim, D. H., ve Morris, M. L. (2009). Learner and instructional factors influencing learning outcomes within a blended learning environment. Educational Technology ve Society, 12(4), 282-293. Retrieved from http://www.ifets.info/journals/12_4/24.pdf
  • López-Pérez, M. V., Pérez-López, M. C. ve Rodríguez-Ariza, L. (2011). Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers ve Education, 56(3), 818-826.
  • Merrill, M. D. (2002). First principles of instruction. Educational technology research and development, 50(3), 43-59.
  • Mihaila-Lisa, G. (2003). Suggestopedia – A Wonder Approach To Learning Foreign Languages?.
  • Minewiser, L. (2000). Accessing the “Reserve Capacities:” Suggestopedia, the Brain, and Mind-Body Learning. Journal of Accelerated Learning And Teaching, 25(1ve 2): 7,10, 13-14
  • Nor, A. S. M. ve Kasim, N. A. A. (2015). Blended Learning Web Tool Usage among Accounting Students: A Malaysian Perspective. Procedia Economics and Finance, 31, 170-185.
  • Osgerby, J. (2013). Students' perceptions of the introduction of a blended learning environment: An exploratory case study. Accounting Education, 22(1), 85-99.
  • Osguthorpe, T. R. ve Graham, C. R. (2003). Blended learning environments: Definitions and directions. Quarterly Review of Distance Education, 4(3), 227-233.
  • Pesen, A. (2014). Harmanlanmış öğrenme ortamının öğretmen adaylarının akademik başarısına, ders çalışma alışkanlıklarına ve güdülenme düzeylerine etkisi. Yayımlanmamış Doktora Tezi, Dicle Üniversitesi, Diyarbakır.
  • Picciano, A. G., Dziuban, C. D., ve Graham, C. R. (2013). Blended learning: Research perspectives (Vol. 2). Routledge.
  • Precel, K., Eshet-Alkalai, Y., ve Alberton, Y. (2009). Pedagogical and design aspects of a blended learning course. The International Review of Research in Open and Distributed Learning, 10(2).
  • Poon, J. (2012). Use of blended learning to enhance the student learning experience and engagement in property education. Property management,30(2), 129-156.
  • Ramlo, S. (2011). Using word clouds to visually present Q methodology data and findings. Journal of Human Subjectivity, 9(2), 95-108.
  • Ramlo, S. E., McConnell, D., Duan, Z. H. ve Moore, F. B. (2008). Evaluating an inquiry-based bioinformatics course using Q methodology. Journal of Science Education and Technology, 17(3), 219-225.
  • Saliba, G., Rankine, L., ve Cortez, H. (2013). Fundamentals of blended learning.University of Western Sydney. Retrieved June, 30, 2014.
  • Sharpe, R., Benfield, G., Roberts, G., ve Francis, R. (2006). The undergraduate experience of blended elearning: A review of UK literature and practice. York, UK: The Higher Education Academy. Retrieved from http://www.heacademy.ac.uk/assets/documents/teachingandresearch/Sharpe_ Benfield_Roberts_Francis.pdf
  • Singh, H., ve Reed, C. (2001). A white paper: Achieving success with blended learning. Centra software, 1.
  • Smyth, S., Houghton, C., Cooney, A., ve Casey, D. (2012). Students' experiences of blended learning across a range of postgraduate programmes.Nurse education today, 32(4), 464-468.
  • Stacey, E., ve Gerbic, P. (2008). Success factors for blended learning. In R. Atkinson ve C. McBeath (Eds.), Hello! Where are you in the landscape of educational technology? Proceedings of the 25th ASCILITE Conference (pp. 964-968). Melbourne, Australia: Deakin University. Retrieved from http://www.ascilite.org.au/conferences/melbourne08/procs/stacey.pdf
  • Van Exel, J., ve De Graaf, G. (2005). Q methodology: A sneak preview.Retrieved January, 24, 2009.
  • Whitelock, D., ve Jelfs, A. (2003). Editorial for special issue on blended learning: Blending the issues and concerns of staff and students. Journal of Educational Media, 28(2-3), 99-100.
  • Williams, N. A., Bland, W., ve Christie, G. (2008). Improving student achievement and satisfaction by adopting a blended learning approach to inorganic chemistry. Chemistry Education Research and Practice, 9(1), 43-50.
  • Tüysüz, C., Tatar, E., ve Kuşdemir, M. (2010). Probleme Dayalı Öğrenmenin Kimya Dersinde Öğrencilerin Başarı ve Tutumlarına Etkisinin İncelenmesi/Effect Of The Problem Based Learning On Students' Achievement And Attitude In Chemistry. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(13).
  • Yen, J.-C., ve Lee, C.-Y. (2011). Exploring problem solving patterns and their impact on learning achievement in a blended learning environment. Computers ve Education, 56(1), 138-145.
There are 51 citations in total.

Details

Journal Section Araştırma Makaleleri
Authors

Sevilay Çırak

Publication Date September 24, 2016
Published in Issue Year 2016 Volume: 13 Issue: 35

Cite

APA Çırak, S. (2016). Kuantum Öğrenme Döngüsü ile Desteklenen Harmanlanmış Öğrenmenin Öğretmen Adayları Perspektifinden Q Metodu ile İncelenmesi / Investigation of Blended Learning Supported by the Quantum Learning Design Framework from the Perspectives of Prospective Teachers. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(35).
AMA Çırak S. Kuantum Öğrenme Döngüsü ile Desteklenen Harmanlanmış Öğrenmenin Öğretmen Adayları Perspektifinden Q Metodu ile İncelenmesi / Investigation of Blended Learning Supported by the Quantum Learning Design Framework from the Perspectives of Prospective Teachers. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. September 2016;13(35).
Chicago Çırak, Sevilay. “Kuantum Öğrenme Döngüsü Ile Desteklenen Harmanlanmış Öğrenmenin Öğretmen Adayları Perspektifinden Q Metodu Ile İncelenmesi / Investigation of Blended Learning Supported by the Quantum Learning Design Framework from the Perspectives of Prospective Teachers”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 13, no. 35 (September 2016).
EndNote Çırak S (September 1, 2016) Kuantum Öğrenme Döngüsü ile Desteklenen Harmanlanmış Öğrenmenin Öğretmen Adayları Perspektifinden Q Metodu ile İncelenmesi / Investigation of Blended Learning Supported by the Quantum Learning Design Framework from the Perspectives of Prospective Teachers. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 13 35
IEEE S. Çırak, “Kuantum Öğrenme Döngüsü ile Desteklenen Harmanlanmış Öğrenmenin Öğretmen Adayları Perspektifinden Q Metodu ile İncelenmesi / Investigation of Blended Learning Supported by the Quantum Learning Design Framework from the Perspectives of Prospective Teachers”, Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, vol. 13, no. 35, 2016.
ISNAD Çırak, Sevilay. “Kuantum Öğrenme Döngüsü Ile Desteklenen Harmanlanmış Öğrenmenin Öğretmen Adayları Perspektifinden Q Metodu Ile İncelenmesi / Investigation of Blended Learning Supported by the Quantum Learning Design Framework from the Perspectives of Prospective Teachers”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 13/35 (September 2016).
JAMA Çırak S. Kuantum Öğrenme Döngüsü ile Desteklenen Harmanlanmış Öğrenmenin Öğretmen Adayları Perspektifinden Q Metodu ile İncelenmesi / Investigation of Blended Learning Supported by the Quantum Learning Design Framework from the Perspectives of Prospective Teachers. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2016;13.
MLA Çırak, Sevilay. “Kuantum Öğrenme Döngüsü Ile Desteklenen Harmanlanmış Öğrenmenin Öğretmen Adayları Perspektifinden Q Metodu Ile İncelenmesi / Investigation of Blended Learning Supported by the Quantum Learning Design Framework from the Perspectives of Prospective Teachers”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, vol. 13, no. 35, 2016.
Vancouver Çırak S. Kuantum Öğrenme Döngüsü ile Desteklenen Harmanlanmış Öğrenmenin Öğretmen Adayları Perspektifinden Q Metodu ile İncelenmesi / Investigation of Blended Learning Supported by the Quantum Learning Design Framework from the Perspectives of Prospective Teachers. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2016;13(35).

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