|  ISSN: 2757-6116

Original article | Journal of Innovative Research in Teacher Education 2023, Vol. 4(3) 427-450

Investigation into the views of primary school teachers on the blended learning model

Merve Güler & Seda Kerimgil Çelik

pp. 427 - 450   |  DOI: https://doi.org/10.29329/jirte.2023.616.5   |  Manu. Number: MANU-2307-05-0001.R3

Published online: December 26, 2023  |   Number of Views: 47  |  Number of Download: 220


Abstract

This research aims to examine the views of primary school teachers about the blended learning model implemented in primary schools during the pandemic period. To this end, a case study design, one of the qualitative research methods, was employed. Using semi-structured interview questions, 27 primary school teachers determined by maximum diversity sampling were interviewed. To ensure maximum diversity within the study group, a range of matrices was utilized, incorporating various elements such as the presence of foreign students in class, class size, the school's regional location, professional seniority, gender, and the distinction between public and private schools. Qualitative data was analyzed using content analysis. The findings, gathered from primary school teachers' viewpoints, suggest that blended learning becomes more viable after the first two grades at the primary school level. However, issues were highlighted such as unequal access to technology due to socio-economic disparities, lack of sufficient socialization in online learning settings, and challenges faced due to classroom management problems during the teaching process, as well as issues emerging from students' home environments. The research also revealed that the teachers are largely self-educated in the practices of blended learning environments. They voiced that despite in-service training support for their existing weaknesses, improved outcomes could be realized if proper planning, essential infrastructure, and adequate financial conditions were provided.

Keywords: Blended learning model, primary school teachers, face-to-face education, online education


How to Cite this Article?

APA 6th edition
Guler, M. & Celik, S.K. (2023). Investigation into the views of primary school teachers on the blended learning model . Journal of Innovative Research in Teacher Education, 4(3), 427-450. doi: 10.29329/jirte.2023.616.5

Harvard
Guler, M. and Celik, S. (2023). Investigation into the views of primary school teachers on the blended learning model . Journal of Innovative Research in Teacher Education, 4(3), pp. 427-450.

Chicago 16th edition
Guler, Merve and Seda Kerimgil Celik (2023). "Investigation into the views of primary school teachers on the blended learning model ". Journal of Innovative Research in Teacher Education 4 (3):427-450. doi:10.29329/jirte.2023.616.5.

References

    Acelajado, M. J. (2011). Blended learning: a strategy for improving the mathematics achievement of students in a bridging program. The Electronic Journal of Mathematics and Technology. 5(3), 342-351. Retrieved from https://eds.p.ebscohost.com/eds/pdfviewer/pdfviewer?vid=0&sid=9982bd8e-ef80-4143-8989-15382fc5e6eb%40redis

    Adams, A., Randall, S., & Traustadóttir, T. (2015). A tale of two sections: An experiment to compare the effectiveness of a hybrid versus a traditional lecture format in introductory microbiology. CBE Life Sciences Education, 14, 1-8. https://doi.org/10.1187/cbe.14-08-0118

    Adekola, J., Dale, V. H., & Gardiner, K. (2017). Development of an institutional framework to guide transitions into enhanced blended learning in higher education. Research in Learning Technology, 25, 1-16.  https://doi.org/10.25304/rlt.v25.1973

    Akgündüz, D. (2012). Fen eğitiminde harmanlanmış öğrenme ve sosyal medya destekli öğrenmenin öğrencilerin başarı, motivasyon, tutum ve kendi kendine öğrenme becerilerine etkisi [The effect of blended learning and social media-supported learning on the students' academic achievement, motivation, attitude and self-learning skill in science education] (Doctoral dissertation). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/ (Thesis number: 349932)

    Alam, S., Albozeidi, H. F., Al-Hawamdeh, B. O. S., & Ahmad, F. (2022). Practice and principle of blended learning in ESL/EFL pedagogy: strategies, techniques and challenges. International Journal of Emerging Technologies in Learning (Online)17(11), 225. https://doi.org/10.3991/ijet.v17i11.29901

    Alebaikan, R., & Troudi, S. (2010). Blended learning in Saudi universities: challenges and perspectives. ALT-J18(1), 49-59. https://doi.org/10.1080/09687761003657614

    Archee, R. (2015). Is blended learning making us stupid, too? Open Journal of Social Sciences, 3, 65-70. http://dx.doi.org/10.4236/jss.2015.39010

    Balaman, F. & Tüysüz, C. (2011). Harmanlanmış öğrenme modelinin 7. Sınıf öğrencilerinin fen ve teknoloji dersindeki başarılarına, tutumlarına ve motivasyonlarına etkisinin incelenmesi [Researchıng the effect of blended learnıng model on the scıence and technology course success, attıtudes and motıvatıons of 7th class students]. Batı Anadolu Eğitim Bilimleri Dergisi, 2 (4), 75-90. https://dergipark.org.tr/tr/pub/baebd/issue/3339/46232

    Batdı, V. (2014). Harmanlanmış öğrenme ortamlarının öğrencilerin akademik başarılarına etkisi: bir meta-analiz çalışması [The effect of blended learning environments on students’ academic achievement: a meta-analysis study]. Çankırı Karatekin Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(1), 287-302. https://dergipark.org.tr/tr/pub/jiss/issue/25892/272867

    Can, H. C., Zorba, E., & Türksoy-Işım, A.  (2022).  Öğretmen eğitiminde harmanlanmiş öğrenme modelinin kullanildiği lisansüstü tez çalişmalarinin incelenmesi [Investigation of graduate thesis studies using blended learning model in teacher education]. Trakya Eğitim Dergisi12(3), 1656-1672. https://doi.org/10.24315/tred.1029061

    Çardak, Ç. S. (2012). Harmanlanmış öğrenme sürecinde öğrencilerin etkileşimlerinin ve öğrenme düzeylerinin incelenmesi [The investigations of students interactions and learning levels at blended learning] (Doctoral dissertation). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi (Thesis number: 312608)

    Chen, W.T. (2022) How to optimize the students’ engagement in blended learning. Open Access Library Journal9, 1-15. https://doi.org/10.4236/oalib.1108399

    Cheung, S. K., & Wang, F. L. (2019). Blended learning in practice: guest editorial. Journal of Computing in Higher Education31(2), 229-232. https://doi.org/10.1007/s12528-019-09229-8

    Çırak Kurt, S., Yıldırım, İ., & Cücük, E. (2018). Harmanlanmış öğrenmenin akademik başarı üzerine etkisi: Bir meta-analiz çalışması [The Effects of blended learning on student achievement: a metaanalysis study]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(3), 776-802. https://doi.org/10.16986/HUJE.2017034685

    Cocquyt, C., Zhu, C., Diep, A. N., De Greef, M., & Vanwing, T. (2019). Examining the role of learning support in blended learning for adults' social inclusion and social capital. Computers & Education142, 103610. https://doi.org/10.1016/j.compedu.2019.103610

    Creswell, J. W. (2019).  Nitel araştırmacılar için 30 temel beceri [30 essential skills for the qualitative researcher] (2nd Ed.). H. Özcan (Trans.). Ankara: Anı Yayıncılık (Original work published 2016)

    Creswell, J. W. (2021).  Nitel araştırma yöntemleri & Beş yaklaşıma göre nitel araştırma ve araştırma deseni [Qualitative inquiry & research design choosing among five approaches] (6th ed.). M. Bütün & S. B. Demir (Trans. Eds). Siyasal Publishing. (Original work published 2013). Retrieved from https://www.turcademy.com/tr

    Dağ, F. (2011). Harmanlanmiş karma öğrenme ortamlari ve tasarımına ilişkin öneriler [Blended learning environments and suggesstions for blended learning design]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi12(2), 73-97. https://dergipark.org.tr/tr/pub/kefad/issue/59495/855161

    Dikmenli, Y. & Eser-Ünaldı, Ü. (2013). Harmanlanmış öğrenme ve sanal sınıfa dönük öğrenci görüşleri [students’ views on blended learning and virtual classroom]. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 2(2), 326-347. Retrieved from https://dergipark.org.tr/en/pub/amauefd/issue/1729/21202

    Donnelly, R. (2010). Harmonizing technology with interaction in blended problem-based learning. Computers & Education, 54(2), 350-359. https://doi.org/10.1016/j.compedu.2009.08.012

    Draffan, E. A., & Rainger, P. (2006). A model for the identification of challenges to blended learning. ALT-J14(1), 55-67. https://doi.org/10.1080/09687760500479787

    El Mansour, B., & Mupinga, D.M. (2007). Students’ positive and negative experiences in hybrid and online classes. College Student Journal, 41(1), 242–248. https://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=24628953&lang=tr&site=eds-live

    Erbaş, Y. H. (2021). Covid-19 salgını döneminde eğitim: ilkokuma yazma öğretiminde karşılaşılan sorunlar ve çözüm önerileri [Education during the Covid-19 pandemic: problems encountered in reading and writing ınstruction and suggested solutions]. Ana Dili Eğitimi Dergisi, 9 (2), 360-380. https://doi.org/10.16916/aded.851724

    Eunjoo, O. H. (2006). Current practices in blended instruction (Doctoral dissertation). Retrieved from https://trace.tennessee.edu/utk_graddiss/1838/

    Geçer, A. (2013). Lecturer-student communication in blended learning environments. Educational Sciences: Theory and Practice, 13(1), 362-367. Retrieved from https://eric.ed.gov/?id=EJ1016744

    George‐Walker, L. D., & Keeffe, M. (2010). Self‐determined blended learning: a case study of blended learning design. Higher Education Research & Development29(1), 1-13. https://doi.org/10.1080/07294360903277380

    Gülbahar, Y., Kalelioğlu, F., & Afacan Adanır, G. (2020). Harmanlanmış öğrenme [Blended learning]. Ankara: Pegem Akademi Yayıncılık. [e-book version] Retrieved from https://www.turcademy.com/tr

    Gürdoğan, M. (2019). Harmanlanmış öğrenme uygulamalarının sosyal öğrenme ortamlarına aktarımının incelenmesi [Examination of the transfer of blended learning applications to social learning environments] (Doctoral dissertation). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/ (Thesis number: 598501)

    Güvercin Seçkin, G., & Şen Zeytun, A. (2023). Bir analoji bağlamında dünden bugüne harmanlanmış öğrenme [blended learnıng from past to present by an analogy]. Trakya Eğitim Dergisi, 13(2), 1451-1470. https://doi.org/10.24315/tred.1139094

    Hashemi, A. & Sı Na, K. (2020). The effects of using blended learning in teaching and learning english: A review of literature. The Eurasia Proceedings of Educational and Social Sciences, 18, 173-179. Retrieved from http://www.epess.net/tr/pub/issue/58018/841874

    Hiğde, E., & Aktamış, H. (2021). The investigation of the effectiveness of the problem-based blended learning environment and students’ attitudes. Manisa Celal Bayar University Journal of the Faculty of Education, 9(1), 81-103. https://doi.org/10.52826/mcbuefd.884752

    Hill, J., & Smith, K. (2023). Visions of blended learning: identifying the challenges and opportunities in shaping institutional approaches to blended learning in higher education. Technology, Pedagogy and Education32(3), 289-303. https://doi.org/10.1080/1475939X.2023.2176916

    Jeffrey, L. M., Milne, J., Suddaby. G., & Higgins, A. (2014). Blended learning: How teachers balance the blend of online and classroom components. Journal of Information Technology Education: Research,13,121-140. http://www.jite.org/documents/Vol13/JITEv13ResearchP121-140Jeffrey0460.pdf

    Kazu, H. & Özercan, M. G. (2023). Hibrit eğitimle yapılan ilk okuma yazma öğretiminin değerlendirilmesi [Evaluation of ınitial literacy teaching with hybrid education]. Manisa Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 21 (1), 33-60. https://doi.org/10.18026/cbayarsos.1055654

    Kember, D., McNaught, C., Chong, F. C., Lam, P., & Cheng, K. F. (2010). Understanding the ways in which design features of educational websites impact upon student learning outcomes in blended learning environments. Computers & Education55(3), 1183-1192. https://doi.org/10.1016/j.compedu.2010.05.015

    Khan, S. (2015). Blended learning vs traditional classroom settings. International Journal of Nursing, 2(1), 158-161. http://dx.doi.org/DOI: 10.15640/ijn.v2n1a17

    Koç-Akran, S. (2021). Öğretmen adaylarının “hibrit eğitim” kavramına ilişkin algılarının belirlenmesi: Bir metafor analizi çalışması [Determining teacher candidates' perceptions on the concept of "hybrid education": a metaphor analysis study]. Uluslararası Beşeri Bilimler ve Eğitim Dergisi7(16), 432-463. Retrieved from https://dergipark.org.tr/en/pub/ijhe/issue/65605/988405

    Korucu, A. & Kabak, K. (2020). Türkiye'de hibrit öğrenme uygulamaları ve etkileri: bir meta analiz çalışması [Hybrid Learning Practices and Effects in Turkey: A Meta-Analysis Study]. Bilgi ve İletişim Teknolojileri Dergisi, 2(2), 88-112. Retrieved from https://dergipark.org.tr/tr/pub/bited/issue/58421/803227

    Kumaş, A., & Kan, S. (2022). Hibrit eğitim sürecinde fen bilimleri öğretmenlerinin öğretimsel uygulamalara yönelik görüşleri [Science teachers’ views on educational practices in the hybrid education process]. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi56 (56), 1-21. https://doi.org/10.15285/maruaebd.1038137

    Kuo, Y. C., Belland, B. R., Schroder, K. E., & Walker, A. E. (2014). K-12 teachers’ perceptions of and their satisfaction with interaction type in blended learning environments. Distance Education, 35 (3), 360-381. https://doi.org/10.1080/01587919.2015.955265

    Landis, J. R. & Koch, G. G. (1977) The measurement of observer agreement for categorical data. Biometrics. 33 (1), 159-174. https://doi.org/10.2307/2529310

    Law, K. M., Geng, S., & Li, T. (2019). Student enrollment, motivation and learning performance in a blended learning environment: The mediating effects of social, teaching, and cognitive presence. Computers & Education136, 1-12. https://doi.org/10.1016/j.compedu.2019.02.021

    Lim, D. H., & Morris, M. L. (2009). Learner and instructional factors influencing learning outcomes within a blended learning environment. Journal of Educational Technology & Society12(4), 282-293. Retrieved from https://www.jstor.org/stable/jeductechsoci.12.4.282

    Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage Publications.

    Lincoln, Y. S., & Guba, E. G. (1986). But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. New Directions for Evaluation, 30, 73-84. https://doi.org/ 10.1002/ev.1427

    MEB (Milli Eğitim Bakanlığı [Republic of Türkiye Ministry of national education]), 28892082-869-E.5497866 (13.03.2020). https://maol.meb.gov.tr/meb_iys_dosyalar/2020_03/16140039_idari_izin.pdf

    MEB (Milli Eğitim Bakanlığı [Republic of Türkiye Ministry of national education]). (2021). 18 eylül'e kadar sürecek uzaktan eğitim döneminin yol haritası [Road map of the distance education period that will continue until September 18]. http://www.meb.gov.tr/18-eylule-kadar-surecek-uzaktan-egitim-donemininyol-haritasi/haber/21499/tr

    Meriçelli, M. & Uluyol, Ç. (2016). Web ve mobil destekli harmanlanmış öğrenme ortamlarının öğrencilerin motivasyon ve akademik başarılarına etkisi [The effect of web supported and mobile supported blended learning environment on students academic achievement and motivation]. International Periodical for the Languages, Literature and History of Turkish or Turkic, 11(9), 1308- 2140. http://dx.doi.org/10.7827/TurkishStudies.9781

    Merriam, S. B.  (2015). Nitel araştırma desen ve uygulama için bir rehber [Qualitative research a guide to design and implementation]. S. Turan (Trans. Ed.). Nobel publishing. (Original work 3rd ed.)

    Morrow, S. L. (2005). Quality and trustworthiness in qualitative research in counseling psychology. Journal of Counseling Psychology, 52(2), 250-260. https://doi.org/10.1037/0022-0167.52.2.250

    Moskal, P., Dziuban, C., & Hartman, J. (2013). Blended learning: A dangerous idea?. The Internet and Higher Education18, 15-23. https://doi.org/10.1016/j.iheduc.2012.12.001

    Naaj, M.A., Nachouki, M., & Ankit, A. (2012). Evaluating student satisfaction with blended learning in a gender-segregated environment. Journal of Information Technology Education: Research11(1), 185-200. Retrieved from https://eric.ed.gov/?id=EJ979137

    Owston, R., York, D., & Murtha, S. (2013). Student perceptions and achievement in a university blended learning strategic initiative. The internet and Higher Education18, 38-46. https://doi.org/10.1016/j.iheduc.2012.12.003

    Paker, T., & Balcı, E. (2020). A study on the experiences of students and instructors in blended instruction and learning in an English preparatory school. International Online Journal of Education and Teaching (IOJET), 7(4). 1709-1729. Retrieved from http://iojet.org/index.php/IOJET/article/view/1018

    Patton, M. Q. (2018). Nitel araştırma ve değerlendirme yöntemleri [Qualitative research and evaluation methods] (2nd ed). M. Bütün ve S. B. Demir (Trans. Ed.). Pegem A. (Original work published 3rd ed.)

    Pesen, A., & Oral, B. (2016). Harmanlanmiş öğrenme yaklaşiminin öğretmen adaylarinin akademik başarisina ve güdülenme düzeyine etkisi [The effect of blended learning approach on academic success and motivation of teacher candidates]. Elektronik Sosyal Bilimler Dergisi15(58). https://doi.org/10.17755/esosder.85356

    Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, 103701.

    Riel, J., Lawless, K. A., & Brown, S. W. (2016). Listening to the teachers: Using weekly online teacher logs for ROPD to identify teachers’ persistent challenges when implementing a blended learning curriculum. Journal of Online Learning Research2(2), 169-200. https://ssrn.com/abstract=2820338

    Ryan, S., Kaufman, J., Greenhouse, J., She, R., & Shi, J. (2016). The effectiveness of blended online learning courses at the community college level. Community College Journal of Research and Practice, 40(4), 285-298. https://doi.org/10.1080/10668926.2015.1044584

    Saeheng, P. (2017). A study of e-learning, blended learning, and traditional teaching methods to motivate autonomous learning in English reading comprehension of Thais learners. Indonesian Journal of English Language Teaching and Applied Linguistics2(1), 1-20.   http://dx.doi.org/10.21093/ijeltal.v2i1.36

    Safford, K., & Stinton, J. (2016). Barriers to blended digital distance vocational learning for non‐traditional students. British Journal of Educational Technology47(1), 135-150. https://doi.org/10.1111/bjet.12222

    Sarıtepeci, M., & Yearsdız, H. (2014). Harmanlanmış öğrenme ortamlarının öğrencilerin derse katılım ve derse karşı motivasyonları üzerine etkisinin incelenmesi [The effect of blended learning environments on students' engagement to course and motivation toward the course]. Journal of Kirsehir Education Faculty, 15(1). Retrieved from https://dergipark.org.tr/tr/pub/kefad/issue/59467/854526

    Schunk, D. H. (2014). Öğrenme teorileri eğitimsel bir bakışla [Learning theories an educational paerspective] (3 rd.). M. Şahin (Trans. Eds.). Nobel Publishing. (Original work 2008, 5th ed.)

    Sungur Alhan, S. (2020). Harmanlanmış öğrenme ortamına yönelik fen bilimleri öğretmen adaylarının görüşleri [Pre-Service Science Teachers’ Views Towards Blended Learning Environment]. Erzincan Üniversitesi Eğitim Fakültesi Dergisi22(2), 397-414. https://doi.org/10.17556/erziefd.633189

    Sürmelioğlu, Y., & Seferoğlu, S. S. (2018). Harmanlanmış öğrenmenin gerçekleştirildiği çevrimiçi öğrenme araçlarına yönelik bir inceleme [A review of online learning tools with blended learning]. In. N. Akpınar-Dellal & Ö. Yearsdız (Eds.), Eğitim, gençlik ve gelecek Education [Youth and future], (497-509). Düsseldorf, Germany: Lambert.

    Türker, M. S. (2021). Türkçeyi ikinci/yabanci dil olarak öğreten öğretmenlerin harmanlanmiş öğrenme ortamlari ile ilgili görüşlerinin incelenmesi [An investigation of the opinions of teachers who teach Turkish as a second/foreign language about blended learning environments]. Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi10(3), 1049-1069. http://dx.doi.org/10.7884/teke.5277

    Uluyol, Ç., & Karadeniz, Ş. (2009). Bir harmanlanmış öğrenme ortamı örneği, öğrenci başarısı ve görüşleri [An example on blended learning environment: student achievement and perceptions].  Yüzüncü Years Üniversitesi Eğitim Fakültesi Dergisi6 (1), 60-84. Retrieved from https://dergipark.org.tr/tr/pub/yyuefd/issue/13711/165995

    Ünsal, H. (2007). Harmanlanmış öğrenme etkinliğinin çoklu düzeyde değerlendirilmesi [Evaluation of blended learning activity on multiple levels] (Doctoral dissertation). https://tez.yok.gov.tr/UlusalTezMerkezi/ (Thesis number: 190960)

    Ünsal, H. (2010). Yeni bir öğrenme yaklaşımı: harmanlanmış öğrenme [A new learning approach: blended learning]. Milli Eğitim Dergisi, 40 (185), 130-137. Retrieved from https://dergipark.org.tr/tr/pub/milliegitim/issue/36199/407092

    Uysal, Ö. (2016). Harmanlanmış öğrenme ortamında proje tabanlı öğrenmenin gerçekleştirilmesi [Project-based learning in a blended learning environment]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 2(2), 89-113. Retrieved from https://dergipark.org.tr/en/pub/auad/issue/34017/376903

    Waha, B., & Davis, K. (2014). University students’ perspective on blended learning. Journal of Higher Education Policy and Management36(2), 172-182. http://dx.doi.org/10.1080/1360080X.2014.884677

    Wong, R. (2022). Basis psychological needs of students in blended learning. Interactive Learning Environments30(6), 984-998. https://doi.org/10.1080/10494820.2019.1703010

    Xiao, J., Sun‐Lin, H. Z., Lin, T. H., Li, M., Pan, Z., & Cheng, H. C. (2020). What makes learners a good fit for hybrid learning? Learning competences as predictors of experience and satisfaction in hybrid learning space. British Journal of Educational Technology51(4), 1203-1219. https://doi.org/10.1111/bjet.12949

    Xu, Z., Zhao, Y., Liew, J., Zhou, X., & Kogut, A. (2023). Synthesizing research evidence on self-regulated learning and academic achievement in online and blended learning environments: A scoping review. Educational Research Review, 100510. https://doi.org/10.1016/j.edurev.2023.100510

    Yaman, B. (2021). Covid-19 Pandemisi Sürecinde Türkiye ve Çin’de uzaktan eğitim süreç ve uygulamalarının incelenmesi [Examining the distance education processes and practices in turkey and china during covid-19 pandemic]. OPUS International Journal of Society Researches, Pandemi Özel Sayısı , 3298-3308 . https://doi.org/10.26466/opus.857131

    Yen, J. C., & Lee, C. Y. (2010). Exploring problem solving patterns and their impact on learning achievement in a blended learning environment. Computers & Education, 56 (1), 138–145. https://doi.org/10.1016/j.compedu.2010.08.012

    Yıldırım, A. & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences] (5th ed.). Seçkin.

    Yıldırım, İ., & Vural, Ö. F. (2016). Matematik öğretimine entegre edilmiş harmanlanmış öğrenme süreci hakkındaki öğrenci görüşleri [Students’ Views about Blended Learning Process Integrated to Mathematics Education]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi17(2), 1-15. https://dergipark.org.tr/en/pub/kefad/issue/59426/853554

    Yolcu, H. (2015). Harmanlanmış (karma) öğrenme ve uygulama esasları [Blended learning and its applications basics], The Journal of Academic Social Science Studies, 33, 255-260. https://doi.org/10.9761/JASSS2767