Increasing teacher candidates' ways of interaction and levels of learning through action research in a blended course


COMPUTERS IN HUMAN BEHAVIOR, vol.61, pp.488-506, 2016 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 61
  • Publication Date: 2016
  • Doi Number: 10.1016/j.chb.2016.03.055
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus
  • Page Numbers: pp.488-506
  • Keywords: Blended learning, Interaction, Learning level, Action research, Felder-Silverman Learning Style Model, DISTANCE EDUCATION, SOCIAL PRESENCE, ONLINE, ENVIRONMENTS, PERCEPTIONS, KNOWLEDGE, FRAMEWORK, OUTCOMES, STYLES, SYSTEM
  • Anadolu University Affiliated: Yes


Within the scope of this research, efforts were exerted to increase teacher candidates' interaction ways through action research in a blended teaching profession course in higher education level. Teacher candidates participated in various blended learning activities during a semester-long course, and the problems related to learners' participation in blended learning activities and their interactions during learning process were solved via action decisions. Blended learning activities were developed according to Felder-Silverman Learning Style Model and the lessons learned from previous two pilot studies. In order to conduct the activities; face-to-face and synchronous virtual classroom sessions were combined with asynchronous from discussions and blog. At the beginning of the course, teacher candidates chosed activity sets according to learning style model and throughout a semester-long course, they participated in the activities. Throughout the action research process, the ways of interactions between students, students and instructor, and students and the content were examined as well as the levels of learning accomplished by students during the learning process. This study has revealed indicators pointing to an increase both in students' interactions and levels of learning during the blended learning process. (C) 2016 Elsevier Ltd. All rights reserved.