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.


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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...
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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...
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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: