Students’ perceptions and motivations of a blended course guided by good practice principles and motivation

Download
2009
Kocaman Karoğlu, Aslıhan
The purpose of this study was to investigate the perceptions of learners in the blended course relative to the use of Seven Principles for Good Practice in Undergraduate Education. Additionally through the motivational requirements specified by Keller’s ARCS motivational design model, students’ motivations were analyzed. Thus the study was designed to determine student motivation in a blended environment in relation to Keller’s ARCS motivational design model. For these research aims, a traditional course was redesigned with the support of online applications by taking Good Practice Principles as the framework. A triangulation mixed method approach was utilized as the primary design of the study by employing both qualitative and quantitative methods in a single study. The study participants included 47 preservice teachers in an undergraduate teacher education program of Computer Education and Instructional Technology Department in the Middle East Technical University who took the course (School Experience I) in blended design mode in 2005-2006 spring semester. Qualitative and quantitative data were collected through three different surveys, student interviews, and forum transcripts. The data were analyzed concurrently according to both qualitative and quantitative data analysis techniques. The analyses of qualitative and quantitative data showed that students’ perceptions in the blended course and perceptions in relation to each good teaching principles were mostly positive. Results reveal that students perceive six of the principles including student faculty contact, cooperation, time on task, diversity and ways of learning, feedback, and active learning helpful to their learning. Additionally, the students think that the other one principle which is expectations needs to be improved. In addition, high motivation scores were gathered in the blended course. Results show that attention, relevance, confidence, and satisfaction subscores revealed significantly higher levels of motivation among students.

Suggestions

Students understanding of limit concept: an apos perspective
Çetin, İbrahim; Özden, Yaşar; Department of Computer Education and Instructional Technology (2009)
The main purposes of this study is to investigate first year calculus students’ understanding of formal limit concept and change in their understanding after limit instruction designed by the researcher based on APOS theory. The case study method was utilized to explore the research questions. The participants of the study were 25 students attending first year calculus course in Middle East Technical University in Turkey. Students attended five weeks instruction depending on APOS theory in the fall semester...
Induction into teaching: adaptation challenges of novice teachers
Öztürk, Mustafa; Yıldırım, Ali; Department of Educational Sciences (2008)
This study aimed to investigate adaptation challenges of novice teachers in induction period, to analyze the variables influencing their adaptation, and to assess pre-service and in-service training in terms of preparing them for induction into teaching. Through a questionnaire, the data were collected from 465 novice teachers teaching in randomly selected 8 provinces of Turkey. The general results revealed that novice teachers had job-related concerns a little more often than the social concerns. The four ...
Students’ views about and experiences at school: investigating the role of cultural capital and hidden curriculum
Aktaş, Halil Han; Engin Demir, Cennet; Department of Curriculum and Instruction (2016)
The purpose of this study was to investigate ninth grade students’ perceptions and experiences at school. In accordance with this purpose; a science high school in Ankara, Turkey was selected and a qualitative case study was conducted in which data were collected by two data collection tools which were semi-structured interviews and classroom observations. During the period of data collection that lasted 20 weeks, one initial and one final interview were held with each of 17 participants who were selected t...
Teaching practices enhancing students' affective characteristics related to physics
Güngör, Almer Abak; Eryılmaz, Ali; Department of Secondary Science and Mathematics Education (2010)
This study was aimed to provide insight about affective teaching practices that influence students' affective characteristics in physics lessons using mixed methodology. Affective characteristics consisted of attitudes and motivation. For this purpose Keller's ARCS (attention, relevance, confidence, satisfaction) model was revised by adding Communication category. The Affective Teaching Practices Questionnaire, including these categories, was administered to 1,138 students and 31 physics teachers in Ankara....
Pre-service teachers' achievement and perceptions of the classroom environment in flipped learning and traditional instruction classes
ÖZÜDOĞRU, MELİKE; Aksu, Meral (Australasian Society for Computers in Learning in Tertiary Education, 2020-01-01)
The aim of this study was to investigate whether flipped learning affects pre-service teachers' achievement and perceptions related to the classroom environment. This experimental study was conducted in the fall semester of 2017-2018 for 11 weeks at a state university in Turkey and included a total of 56 pre-service teachers. An achievement test and a scale were implemented to collect the data. The analyses through descriptive and inferential statistical analysis techniques showed that flipped learning grou...
Citation Formats
A. Kocaman Karoğlu, “Students’ perceptions and motivations of a blended course guided by good practice principles and motivation,” Ph.D. - Doctoral Program, Middle East Technical University, 2009.