A Blended Learning Experience

Abstract

The aim of this study is to determine teacher candidates’ views concerned blended learning course  design supported by Quantum Learning design framework. It was tried to be explored the effective components of blended learning via students’ experiences in this study. The current research is significant in that it attempts to lead designing more qualified blended learning environments in the future. The study is a qualitative and phenomenological study. Research data were gathered from 12 3rd year teacher candidates studying at Mathematics Teaching Department of Gaziantep Education Faculty in 2014-2015 academic year, studied a course in blended learning design supported by quantum learning design framework through a semistructured interview prepared by the researcher. A content analysis was executed on the collected data. As a consequence of data analysis, nine categories related to the effective components of blended learning were explored. These categories are as follows: the features of present learning anagement system, expected roles of the instructor, face-to-face courses as the supplements of online courses, the expected features of the online course materials, activities unique to the design, the process of testing and evaluation, student roles, extracurricular online sharing, and student-student interaction. Based on the research results, suggestions were developed such as blended learning course designs need to include activities that increase student-student and student-teacher interaction.