Araştırma Makalesi
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Bir Harmanlanmış Öğrenme Deneyimi

Yıl 2017, Cilt: 16 Sayı: 2, 860 - 886, 01.04.2017

Sevilay Çırak

https://doi.org/10.17051/ilkonline.2017.304740
Cited By: 4

Öz

Bu çalışmanın amacı öğretmen adaylarının Kuantum öğrenme döngüsü ile desteklenen harmanlanmış öğrenme ders tasarımına ilişkin görüşlerinin belirlenmesidir. Çalışmada dersin bütün olarak ele alındığı harmanlanmış bir derste öğrenci tecrübeleri yoluyla etkili bileşenler belirlenmeye çalışılmıştır. Çalışma gelecekte daha nitelikli harmanlanmış öğrenme ortamları tasarlamada yardımcı olması noktasında önem taşımaktadır. Araştırma verileri 2014-2015 eğitim öğretim yılında Gaziantep Eğitim Fakültesi İlköğretim Matematik Öğretmenliği 3. Sınıfa devam eden bir dersi Kuantum öğrenme döngüsü ile desteklenen harmanlanmış öğrenme tasarımı ile alan 12 ilköğretim matematik öğretmen adayından; araştırmacı tarafından hazırlanan yarı yapılandırılmış görüşme formu aracılığıyla toplanmıştır. Veriler içerik analizi ile analiz edilmiştir. Analizler sonucunda öğretmenden beklenen roller, tasarıma özgü etkinlikler, öğrenme yönetim sisteminin özellikleri, çevrimiçi öğrenmenin tamamlayıcısı olarak yüz yüze dersler, çevrimiçi ders materyallerinin özellikleri, öğrenci-öğrenci etkileşimi, ölçme-değerlendirme süreci, öğrenci rolü ve ders dışı çevrimiçi paylaşımların süreçte etkili olan dokuz bileşen olduğu tespit edilmiştir. Sonuçlara yönelik olarak harmanlanmış öğrenme ders tasarımlarında öğrenci-öğrenci ve öğrenci-öğretmen etkileşimlerini güçlendirecek etkinliklere yer verilmesi gibi önerilerde bulunulmuştur.

Anahtar Kelimeler

Harmanlanmış Öğrenme Kuantum Öğrenme Döngüsü Etkili Bileşenler edmodo

Kaynakça

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Toplam 88 adet kaynakça vardır.

Ayrıntılar

Bölüm Araştırma Makaleleri
Yazarlar

Sevilay Çırak

Yayımlanma Tarihi 1 Nisan 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 16 Sayı: 2

Kaynak Göster

APA Çırak, S. (2017). Bir Harmanlanmış Öğrenme Deneyimi. İlköğretim Online, 16(2), 860-886. https://doi.org/10.17051/ilkonline.2017.304740
AMA Çırak S. Bir Harmanlanmış Öğrenme Deneyimi. İOO. Nisan 2017;16(2):860-886. doi:10.17051/ilkonline.2017.304740
Chicago Çırak, Sevilay. “Bir Harmanlanmış Öğrenme Deneyimi”. İlköğretim Online 16, sy. 2 (Nisan 2017): 860-86. https://doi.org/10.17051/ilkonline.2017.304740.
EndNote Çırak S (01 Nisan 2017) Bir Harmanlanmış Öğrenme Deneyimi. İlköğretim Online 16 2 860–886.
IEEE S. Çırak, “Bir Harmanlanmış Öğrenme Deneyimi”, İOO, c. 16, sy. 2, ss. 860–886, 2017, doi: 10.17051/ilkonline.2017.304740.
ISNAD Çırak, Sevilay. “Bir Harmanlanmış Öğrenme Deneyimi”. İlköğretim Online 16/2 (Nisan 2017), 860-886. https://doi.org/10.17051/ilkonline.2017.304740.
JAMA Çırak S. Bir Harmanlanmış Öğrenme Deneyimi. İOO. 2017;16:860–886.
MLA Çırak, Sevilay. “Bir Harmanlanmış Öğrenme Deneyimi”. İlköğretim Online, c. 16, sy. 2, 2017, ss. 860-86, doi:10.17051/ilkonline.2017.304740.
Vancouver Çırak S. Bir Harmanlanmış Öğrenme Deneyimi. İOO. 2017;16(2):860-86.

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