nach oben

Education and Information Technologies

Erschienen in:

27.02.2019

The effect of web based blended learning on students’ academic achievement and attitudes towards English course

verfasst von: Murat Inal, Özgen Korkmaz

Erschienen in: Education and Information Technologies | Ausgabe 4/2019

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

In this study, the effect of blended learning environment using DynED on student achievement and attitudes towards English course was determined as the aim of this research. Quasi-experimental design with pretest-posttest control group which is defined as a two-factor mixed design was used. Study group of this research consisted of 40 – 4th grade students who are studying at an elementary school in 2018–2019 academic year. The research data were collected by using academic achievement test (Kr20 = 0.91) and attitude scales towards English Lesson (Cronbach Alpha between 0.77 and 0.93). In the experimental group, the English lesson was taught in a blended learning environment using the DynEd platform. The control group students only participated in English courses given in the school environment. Data were analyzed using arithmetic mean, standard deviation, and t analysis. As a result: Students in both experimental and control groups have very high attitudes towards English course. The blended learning using DynEd in English Course contributes significantly to the academic achievement of students compared to the traditional method but there is no contribution significantly to the students’ attitudes towards English course.

Vorheriger Artikel WhatsApp usefulness as a communication tool in an educational context

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Nur mit Berechtigung zugänglich

Alkan, C. (2005). Eğitim Teknolojisi [Instructional Technology]. Ankara: Anı Pub.

Altunbilek, E. (2010). Evaluating usability of educational softwares: Dyned educational software sample. (Master Thesis). Ankara: Gazi University Institute of Education Sciences.

Anastasiadou, S. D., & Karakos, A. S. (2011). The beliefs of electrical and computer engineering students’ regarding computer programming. The International Journal of Technology, Knowledge and Society, 7(1), 37–51.CrossRef

Ateş, A. (2005). The effectiveness of computer assisted English instruction on the English language preparatory students’ attitude toward computers and English in a Turkish –medium high school. (master thesis). Dokuz Eylül University, Institute of Education Sciences.

Ateş, A., Altunay, U., & Altun, E. (2012). The effects of computer-aided English teaching on the attitude towards English and computer of high school preparation students. Journal of theory and practice in. Education, 2(2), 97–112.

Atılgan, H. (2011). Eğitimde Ölçme ve Değerlendirme [Evaluation and Assessment in Education]. Ankara: Anı Pub.

Baş, G. (2012). The validity and reliability of the scale of attitude toward English lesson. International Online Journal of Educational Sciences, 4(2), 411–424.

Bulut Özek, M., & Pektaş, M. (2016). Secondary school students’ attitude and motivations related to using DynEd learning English. Journal of Instructional Technology and Teacher Education, 5(1), 32–38.

Çakmak, B. (2002). Appraising DynEd: A study into the teaching of Langeuages skills and technical feathers. (master thesis). İstanbul: İstanbul university institute of social science.

Cebeci B. F. (2006). Attitudes of Vocational and Technical High School Students towards English Courses. (Master Thesis). Uludağ University, Institute of Social Science. Bursa.

Driscoll, M. (2002). Blended learning: Let’s get beyond the hype. E-learning, 54 New York: Continuum.

DynEd. (2014). Teacher Hand Book. Available at: http://MONEk12.MONE.gov.tr/MONE_iys_dosyalar/20/12/748190/dosyalar/2013_03/02083503_DynEd_ogretmen_el_kitabi_2.pdf. Accessed 6 Dec 2018.

DynEd. (2018). DynEd. Available at: http://www.DynEd.com/. Accessed 4 Dec 2018.

Eby, G. (2013). Design of Distance Education (UZE) environments: Software engineering life cycle approach. Ankara: Kültür.

EIN. (2018). Educational Informatics Network (EIN). Available at: http://www.eba.gov.tr/hakkimizda. Accessed 1 Dec 2018.

Erdogan, Y., Aydin, E., & Kabaca, Y. T. (2008). Exploring the psychological predictors of programming achievement. Journal of Instructional Psychology, 35(3), 264–270.

Farivar, A., & Rahimi, A. (2015). The impact of CALL on Iranian EFL learners’ autonomy. Social and Behavioral Sciences, 92, 644–649.

Fırat, A. (2009). A study on Children's attitudes to learning English. (master thesis). Çukurova University Institute of social science, Adana.

Future Prints. (2018). DynEd English Language Training Solution. Available at: http://www.DynEd.com.tr/. Accessed 22 Nov 2018.

Hofmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self- regulation. Trends in Cognitive Sciences, 16, 174–180. https://doi.org/10.1016/j.tics.2012.01.006.CrossRef

Hwang, G., Wu, P., & Chen, C. (2012). An online game approach for improving students’ learning performance in web-based problem-solving activities. Computers & Education, 59, 1246–1256. https://doi.org/10.1016/j.compedu.2012.05.009.CrossRef

Kağıtçıbaşı, Ç. (1988). İnsan ve insanlar [Human and People]. İstanbul: Evrim Pub.

Kanat, F., & Kozikoğlu, İ. (2018). 8th Grade Seconary School Students’ Self-Regulation Strategies, Motivational Beliefs and Attitudes towards Learning English. The Journal of Erzincan University Education Faculty, 20(3), 725–748. https://doi.org/10.17556/erziefd.435105.

Kocadelioğlu, T. (2013). Examination of Students' Attitudes towards English as a Foreign Language in Primary Schools. (Master Thesis). Necmettin Erbakan University Institute of Education Sciences, Konya.

Korkmaz, Ö., & Karakuş, U. (2009). The impact of blended learning model on student attitudes towards geography course and their critical thinking dispositions and levels. The Turkish Online Journal of Educational Technology, 8(4), 51–63.

Lai, C., Wang, Q., & Lei, J. (2012). What factors predict undergraduate students’ use of technology for learning? A case from Hong Kong. Computers & Education, 59(2), 569–579.

Levy, M. (1997). Computer - assisted language learning, context and conceptualization. New York: Oxford.

Mersin, D. (2013). Milli Eğitim Bakanlığı’ndan İngilizce Dil Öğrenimi İçin Yeni Protokol [New Protocol for English Language Learning from the Ministry of National Education.]. Available at: https://DynEd33.files.wordpress.com/2012/04/mersin-DynEd-haber.pdf. Accessed 12 Nov 2018.

MONE. (2018). About FATİH Project in Education. Available at: http://fatihprojesi.meb.gov.tr/proje-hakkinda/. Accessed 11 Nov 2018.

Mufaroh, S. N., (2017). The Effectiveness Of DynEd Courseware To Teach Speaking Viewed From Students’ Creativity. (Master Thesis). English Education Department Graduate School Sebelas Maret University, Surakarta.

Ocak, G., & Karakuş, G. (2015). The relationship between students readiness and attitude towards English. Ekev Academy Journal, 58(58), 681–698.

Önal, F. (2015). The analysis of the effects of DYNED software on students' achievement, cognitive load level and in terms of design. (Master Thesis). Ankara: Gazi University Institute of Education Sciences.

Özkip, E, (2009). Effect of computer assisted English teaching on motivation. (master thesis). Niğde University, Institute of Social Science.

Pirasteh, P. (2014). Effects of computer-assisted glosses on EFL learners' vocabulary acquisition and reading comprehension in three learning conditions. Social and Behavioral Sciences, 98, 1422–1427.

Robison, R. A. (2004). Selected Faculty Experiences in Designing and Teaching Blended Learning Courses at Brigham Young University. UMI Number: 3147153.

Rossett, A., & Frazee, R. F. (2003). Strategies for building blended learning. Learning circuit. Available at: http://www.learningcircuits.org/2003/ju12003/rossett.htm. Accessed 13 Oct 2018.

Rowland, J. (2001). New dynamic English, professional version. Teaching English as a Second or Foreign Language – EJ, 5(1).

Şahan, H. (2011). İnternet Tabanlı Öğrenme [Web Based Learning]. Özcan Demirel (Ed.). Eğitimde Yeni Yönelimler [New Trends in Education] (ss. 238–252). Ankara: Pegem Akademi Pub.

Şahin, C. (2016). The effect of foreign language teaching through stories on 5th and 8th grade students’ vocabulary knowledge, reading comprehension and attitude. (Master Thesis). Ahi Evran University Institute of Social Science, Kırşehir.

Selçuk, H. E. (2016). Investigation of the effect of dyned courseware in teaching foreign languages on academic achievement. (master thesis). Adıyaman University, Institute of Social Science.

Semerci, A. (2013). A comparative analysis of police vocational Cchool of higher education students’ attitudes towards English learning. The Journal of Turkish Education Science, 11(4), 389–409.

Şen, M., & Ağır, A. (2015). The effects of using an interactive white board in teaching English on the achievement of primary school students. Hasan Ali Yücel Education Faculty Journal, 11(2), 39–54.

Singer, B. D., & Bashir, A. S. (1999). What are executive functions and self regulation and what do they have to do with language-learning disorders? Language, Speech, and Hearing Services in Schools, 30, 265–273.CrossRef

Ucur, A. (2010). Student Opinions about the Effectiveness of DynEd Program (Safranbolu Example). (Master Thesis). Sakarya University Institute of Social Science, SAKARYA.

Usta, E. (2007). The effects of blended learning and online learning on academic achievement and learner satisfaction. (PhD thesis). Gazi University Institute of Education Sciences. Ankara.

Yiğit, A. M. (2010). Teachers’ Attitudes Towards The DynEd In Primary Education In Turkey: From The 4th To 8th Grades. (Master Thesis). Trabzon: Karadeniz Technical University Institute of Social Science.

Young, J.R. (2002). Hybrid teaching seeks to end the divide between traditional and online instruction. The Chronicles of Higher Education, A33.

Zsoldos-Marchis, I. (2014). 10-11 year old pupils’ self-regulated learning and problem solving skills. Review of science, mathematics and Ict. Education, 8(1), 33–42.

Titel: The effect of web based blended learning on students’ academic achievement and attitudes towards English course
verfasst von: Murat Inal
Özgen Korkmaz
Publikationsdatum: 27.02.2019
Verlag: Springer US
Erschienen in: Education and Information Technologies / Ausgabe 4/2019
Print ISSN: 1360-2357
Elektronische ISSN: 1573-7608
DOI: https://doi.org/10.1007/s10639-019-09890-7

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Wirtschaft"

Springer Professional "Technik"

Weitere Artikel der Ausgabe 4/2019

Editorial: EAIT 4-2019

Extension of technology acceptance model by using system usability scale to assess behavioral intention to use e-learning

A study on the technological pedagogical contextual knowledge of science teacher candidates across different years of study

Predicting students’ final degree classification using an extended profile

Predicting educators’ use of Twitter for professional learning and development

WhatsApp usefulness as a communication tool in an educational context