Lecturer-Student Communication in Blended Learning Environments

By Geçer, Aynur | Kuram ve Uygulamada Egitim Bilimleri, Winter 2013 | Go to article overview

Lecturer-Student Communication in Blended Learning Environments


Geçer, Aynur, Kuram ve Uygulamada Egitim Bilimleri


Abstract

Blended learning is a flexible approach, which with developing technology, assists in the maintenance of education applications both in the face-to-face environment and on the web. The present study was conducted to determine the perceptions of students who took the Computer- Assisted Mathematics Instruction course about the roles and responsibilities of lecturers and students in blended learning (BL) environments; moreover it was aimed to reveal the student opinions about lecturer-student and student-student communication. The opinions of 4th grade mathematics teaching students were obtained using a semi-structured questionnaire containing open and close-ended questions developed by the researcher and a scale to assess the students' satisfaction with BL environments. The students stated their opinions about leadership, guidance and modeling roles of lecturers who gave lessons in BL environments. Engaging the students in the topic were cited among the responsibilities of lecturers. When their opinions about roles and responsibilities in BL environments were examined, it was observed that the students were aware of their responsibilities for their own learning; they were active and would research a topic; they had a questioning approach to their studies, and they worked hard.

Key Words

Blended Learning, Lecturer-Student Communication, Student Satisfaction.

The dazzling developments and changes being experienced today in science and technology affect, develop and change education as in every field. New paradigms have appeared in learning and teaching processes as a result of these changes. One is blended learning (BL) which is a learning environment that combines the advantages offered by the web-based computer-assisted learning environment and face-to-face learning (Osguthorpe & Graham, 2003). Face-to-face education environment provides more opportunities for the social interaction which students need to guide them through their learning while the web-based learning environment provides the time and place flexibility which is not possible in the classroom (Abate, 2004). Students are supported by the learning materials provided by the web-based instruction when they are out of the classroom and they can continue their face-to-face education in the BL environment within a certain timetable (Dabbagh & Ritland- Banan, 2005). According to Driscoll (2002), BL is spreading worldwide and studies conducted revealed that academic achievements of students in a BL environment are higher than students in traditional face-to-face learning and distance learning environments (Buck, 2008; Ellez & Sezgin, 2002; Futch, 2005; Ng, 2002; Tuckman, 2002). According to one study, students in BL envrionment were seen to more easily put into practice the theories they have learned (Davies, Lindfield, & Couperthwaite, 2005). It appears that the most efficient approach for learning-teaching processes is neither the use of only face-to-face instruction methods nor only web-based methods; but, it is the combination of both these approaches by taking their most attractive aspects that produces the most effective approach (Gülbahar, 2005). Drucker (1996) states that the people who can reveal a student's strengths, improve his skills and direct him to success are the teachers who are mostly in the position of supervisor and adviser. Gates (1999) points to the role of teachers in learning-teaching processes; and states that teachers who bring synergy to the classroom, are creative and establish strong relations with children can be successful in their professions.

Blended learning, which is a relatively new learning approach, has the quality to have an influence on teachers, students and instruction activities (Ünsal, 2010). In the web-based communication established between students and the teacher, the teacher's reassuring informal approach and his technical support can be provided by a high level of interaction (Tu & McIsaac, 2002). …

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