Akademik Veri Yönetim Sistemi
Journal of Turkish Science Education, cilt.19, sa.3, ss.997-1014, 2022 (Scopus)
© 2022, Journal of Turkish Science Education. All Rights Reserved.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.