Communication and Collaboration, Satisfaction, Equity, and Autonomy in Blended Learning Environments: A Case from Turkey

dc.creator	Yasemin Gülbahar, R. Orçun Madran
dc.date	2009-04-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:25:12Z
dc.date.available	2015-08-12T11:25:12Z
dc.identifier	1492-3831
dc.identifier	https://doaj.org/article/8806ea021c8244d0a3173972de1754bb
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/30102
dc.description	Research studies conducted in the area of e-learning and blended learning lead to the emergence of new concepts, which directly influence quality. Among these concepts, the ones taken into consideration for this research study are as follows: communication and collaboration, satisfaction, equity, and autonomy. The perceptions of students taking blended ICT courses in a private university in Turkey were gathered through an Online Learning Environment Survey (OLES). Additionally, the suggestions of instructors for improving the quality of blended learning were obtained through a focus group interview.The findings of this study show that the perceived communication, collaboration, and satisfaction levels of students vary according to their levels of computer and Internet literacy. Also, there are differences in the students’ satisfaction levels based on gender. The majority of students revealed that they considered themselves to be autonomous and equal in the blended learning environment.The findings of this research study, together with our review of recent literature, lead us to conclude that there are four major areas (containing several factors) that must be considered when developing a high-quality blended learning environment. These four areas are as follows: technology, instructors, students, and pedagogy. Based on the findings, some practical suggestions for transforming traditional courses into blended ones are also offered at the end of the research study. Finally, suggestions for the future are provided.
dc.language	English
dc.publisher	Athabasca University
dc.relation	http://www.irrodl.org/index.php/irrodl/article/view/600/1216
dc.relation	https://doaj.org/toc/1492-3831
dc.rights	CC BY
dc.source	International Review of Research in Open and Distance Learning, Vol 10, Iss 2 (2009)
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Communication and Collaboration, Satisfaction, Equity, and Autonomy in Blended Learning Environments: A Case from Turkey
dc.type	article