Volume 29, Issue 5, 2020
DOI: 10.24205/03276716.2020.1081
Evaluation of E-learning and Self-Efficacy Levels of Turkish Teacher Candidates in Turkish Education as a Foreign Language Course Based on Blended Learning
Abstract
In this study, the purpose is to evaluate the effects of the applications in Turkish education as a foreign language based on blended learning. Both the self-efficacy and e-learning attitudes of the teacher candidates who participated in the research in the semi-experimental model were evaluated. In the research, one of the quasi-experimental research models, "Single Group Pretest-Posttest Pattern" was used. Participants are Turkish teacher candidates studying at the Near East University in Cyprus in the third grade. Qualitative semi-structured interview form was used as the data tool. In the quantitative dimension, the "E-Learning Attitude Scale" developed by Haznedar and Baran (2012) was used. In this study, “Teacher Self-Efficacy Scale†developed by Tschannen-Moran and Hoy (2001) and adapted by Çapa, Çakıroğlu, and Sarıkaya (2005) was used as another data tool. Wilcoxon Signed Ranks Test was used to analyze quantitative data. Content analysis was carried out in the qualitative research dimension. According to the findings of the research, it was determined that there was no statistically significant difference between the scores of the "e-learning predisposition" and "avoiding e-learning" sub-dimensions of the teacher candidates who participated in the quasi-experimental practice. It was revealed that there is a significant difference in favor of post-test scores between pre-test and post-test scores in the sub-dimension of "instructional strategies" of teacher candidates' Self-Efficacy Scale. In other words, it was determined that there was no statistically significant difference between the pre-test and post-test scores they got from the overall teacher self-efficacy scale and the "student participation" and "classroom management" sub-dimensions in the scale. Negative opinions of teacher candidates in the experimental application process on e-learning; The decrease in the effect of the teacher, the lesson is not useful / efficient, the socialization is limited and peer relationships are negatively affected, the permanent learning is not realized, the lesson is boring, the motivation decreases, and the academic success is negatively affected. Positive ideas of teacher candidates about e-learning are; the lesson is useful / productive, the student feels good and has fun, the student uses his time well, arouses curiosity and increases motivation.
Keywords
E- Learning, Seif-Efficacy, Turkish, Foreign Language, Turkish Teaching Programme, Turkish Activities