TÜRKÇEYİ İKİNCİ/YABANCI DİL OLARAK ÖĞRETEN ÖĞRETMENLERİN HARMANLANMIŞ ÖĞRENME ORTAMLARI İLE İLGİLİ GÖRÜŞLERİNİN İNCELENMESİ
Özet
Blended learning, a learning model in which various educational environments are used synchronously, is widely used in all levels of education in our country as in many countries. Within the scope of the study, the opinions of the teachers who teach Turkish as a second/foreign language about blended learning were investigated. The data obtained from the semi-structured interviews with the participants were analyzed using the content analysis method. The results of the study revealed that the most differentiating points between traditional learning and blended learning models are teacher responsibilities, methods and techniques used, learning outcomes, learner-teacher roles and learning materials. It is also among the results of the study that the components of blended learning have important advantages such as providing instant and consistent feedback to students, taking individual differences into consideration, increasing out-of-school interaction and communication, reducing learning anxiety, increasing interest in the lesson, reinforcing and using what has been learned. In addition, the results are remarkable that although there are some problems arising from technical difficulties, the blended learning model is suitable for teaching Turkish to adult refugees and it should be used in all levels of education and in other courses besides Turkish.
Anahtar Kelimeler
Blended learning, teaching Turkish as a second/foreign language, refugees.