NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1018185
Record Type: Journal
Publication Date: 2014-Jan
Pages: 8
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-1303-6521
Students' Opinions on Facebook Supported Blended Learning Environment
Erdem, Mukaddes; Kibar, Pinar Nuhoglu
Turkish Online Journal of Educational Technology - TOJET, v13 n1 p199-206 Jan 2014
The first purpose of this study was to determine students' opinions on blended learning and its implementation. The other purpose was to explore the students' opinions on Facebook integration into blended learning environment. The participants of this study were 40 undergraduate students in their fourth semester of the program. Participants had no prior experience in Blended Learning Environment, but they were well informed about online distance education. A combination of qualitative and quantitative approaches was used in this study. Quantitative data were collected through a scale called "Students' Views on the Use and Implementation of Blended Learning" and qualitative data were collected through open-ended questions. Based on the result of the study, it appears that students have quite positive opinions on blended learning and its implementation. The highest score given to face-to-face environment throughout the process of implementing blended learning. However, students have also positive opinions on the blended learning method. The findings from this study indicate that Facebook may be an appropriate tool for communication and interaction, whereas the online environment may be appropriate for sharing content, homework/projects.
Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A