Good Practice Principles in an Undergraduate Blended Course Design

Kocaman Karoglu, Aslihan
Kiraz, Ercan
Özden, Muhammet Yaşar
This study examines students' perceptions of a blended course which uses the Seven Principles for Good Practice in Undergraduate Education. A blended teacher education course was designed with teaching and learning activities to introduce the Seven Principles for Good Practice. The participants included 47 pre-service teachers in an undergraduate teacher education program in Turkey. Data were collected using both qualitative and quantitative methods, including a questionnaire, student interviews, and discussion forum transcripts. The results indicate that the students' perceptions of the blended course were mostly positive; the students felt that the blended environment was very useful. The participants perceived six of the seven principles to be helpful, including student-faculty contact, cooperation, time on task, diversity of ways to learn, feedback, and active learning. However, the students also thought that the seventh '' expectations '' principle needed to be improved.


Students’ perceptions and motivations of a blended course guided by good practice principles and motivation
Kocaman Karoğlu, Aslıhan; Özden, M. Yaşar; Department of Computer Education and Instructional Technology (2009)
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 wa...
Students' Perceptions On Effective Dimensions Of Interactive Learning In A Blended Learning Environment
Delialioğlu, Ömer; Yıldırım, Zahide (Institute of Electrical and Electronics Engineers (IEEE), 2007)
This study investigates students' perceptions of the "effective dimensions of interactive learning" in a hybrid course. A case- study design was used, and 25 students enrolled in "Computer Networks and Communication," a course at a public university in Turkey, formed the sample of this study. The study lasted for 14 weeks. At the end of the study, interviews were conducted to gather data on the "effective dimensions of interactive learning". Additionally, computer logs of the students were kept and analyzed...
The Development, implementation and evaluation of a case-based method in science education
Çakır, Özlem Sıla; Alpsan, Doğan; Berberoğlu, Giray; Department of Secondary Science and Mathematics Education (2002)
The main purpose of this study is to investigate the effects of case-based instruction, learning styles and gender on students' performance skills, higher order thinking skills, attitudes toward biology, and academic knowledge on nervous system. This study was carried out during 2000-2001 Fall Semester at Atatürk Anatolian High School. Seventyfour 10th grade students from the two different classes were involved in the study. One class was assigned as the experimental group, whereas the other class was assig...
Perceived benefits of three-way observation on the focal areas of abjectives of the activities, error-correction techniques and group-work in study conducted in an upper-intermediate class at Bilkent University school of English Language
Uçan, Bengü Yurtseven; Daloğlu, Ayşegül; Department of English Language Teaching (2004)
This study aims to explore the perceived benefits of three-way observation on the focal areas of objectives of the activities, error-correction techniques, and group-work in an upper-intermediate class in Bilkent University School of English Language. The data was collected through five classroom observations, six post-observation reflection sheets, five focus-group interviews with the students, and five post-observation interviews with the observer. A total of 15 upper-intermediate level students, one teac...
Yıldırım, Ali (Informa UK Limited, 1994-09-01)
The literature on teaching thinking reflects a major controversy that results from two distinctive theoretical views about the nature of thinking. One focuses on content of thinking, and the other emphasizes skills involved in thinking. However, an attempt to understand practitioners' perceptions of these theories is generally absent in the literature. The purpose of this study was to investigate teachers' theoretical orientations toward teaching thinking, using a survey questionnaire. Ths sample includ...
Citation Formats
A. Kocaman Karoglu, E. Kiraz, and M. Y. Özden, “Good Practice Principles in an Undergraduate Blended Course Design,” EGITIM VE BILIM-EDUCATION AND SCIENCE, pp. 249–263, 2014, Accessed: 00, 2020. [Online]. Available: