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In this study, it is aimed to reveal the opinions of the academics who have experienced the blended method in the course of blended courses. The study was carried out using a parallel mixed design. Research data were collected from academics who were determined by convenient sampling method. The research was conducted with 52 academics who stated that they had experienced the blended method. Data obtained from Likert type questions were analyzed by using frequency, percentage and average from descriptive statistical techniques and data obtained from open-ended questions were analyzed by content analysis. It transpired that blended learning is mostly preferred in the courses where information technologies are used. Considering that modern ICT is used extensively in blended learning, this is an expected result. Although the participants were generally satisfied with using blended learning, it was understood that they were concerned about the students not attending lessons, a low level of interaction and experiencing various communication problems, and difficulties presented by practical or applied lessons. Despite these concerns, it was found that respondents were generally satisfied with the quality of the lessons taught with blended learning. Another important finding obtained from the research data is the recommendation of participating academics to prepare instructors who will teach using blended education to plan and organize pre-course processes well. It is thought that future studies will primarily focus on research that will dampen the down-sides identified by our research participants, and will support efforts to develop and disseminate blended learning. [ABSTRACT FROM AUTHOR]

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The purpose of this study was (1) to investigate the effectiveness of the flipped-classroom approach, when coupled with problem-based learning and cooperative learning, compared to that of a traditional classroom; (2) to investigate the effects of watching videos and of doing homework on achievement in a physics course; and (3) to evaluate students’ perception of the use of the flipped-classroom format in a physics course. In this study, both qualitative and quantitative data were collected. A pre-test/post-test quasi-experimental method with a control group was used. The results showed that homework performance and the amount of video watched (preliminary work before class) were significantly more effective for student achievement in the flipped-classroom. Moreover, although students struggled to adapt to the new system at the beginning, students who know and feel responsible for their own learning can close the gap with more individual and group activities and can achieve higher grades. [ABSTRACT FROM AUTHOR]

Copyright of Hacettepe University Journal of Education is the property of Hacettepe University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This exploratory case study provides a quantitative report on the integration of a specific online information system into the science curriculum using authentic tasks in a class setting. It aims to investigate the effects of a Web-based learning tool in a science course on students' achievement and attitudes toward science learning. The subjects are 21 seventh grade students. The Science Achievement Test (SAT) and attitude scales for science learning were applied as pre-tests and post-tests. Students' total time of using the course web site was kept by Web log-system. The quantitative findings of the study indicated that there were significant differences between the pre-tests and post-tests. In addition, there was a positive relationship between the site usage time with achievement and attitude of the students towards science learning. The study contributes to an understanding of online learning and provides a basis for empirical study of learners performing real educational tasks. [ABSTRACT FROM AUTHOR]

Copyright of Eurasian Journal of Educational Research (EJER) is the property of Eurasian Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)