Digital Transformation in Science Education: Teachers' Self-Efficacy of Distance Learning and Blended Learning Experiences

Year 2024, Volume: 11 Issue: 3, 126 - 145, 02.05.2024

Hasret Nuhoğlu D. Bahar Şahin Sarkın Sevim Aşiroğlu

https://doi.org/10.17275/per.24.38.11.3

Abstract

Blended learning emerges as an indispensable tool for pioneering science education practices in the 21st century. Studies underscore the efficacy of blended learning applications in science education, particularly in enhancing learners' computer proficiency, fostering positive attitudes and motivation towards science courses, and surmounting learning hurdles. This study aims to assess the levels of self-efficacy among science teachers for blended education within the context of the digital transformation process. It also seeks to investigate the predictive capacity of various factors and analyze teachers' experiences with blended learning. The research adopts a mixed-method approach, integrating both qualitative and quantitative research methodologies. Quantitatively, the study utilizes the "Self‐Efficacy Perception of Distance Education Scale" to gauge science teachers' self-efficacy perceptions about distance education. The quantitative segment encompasses a sample of 175 science teachers. On the other hand, for the qualitative aspect, 26 teachers' experiences were examined through an “Open-Ended Question Form” to gain nuanced insights. The results of the quantitative analysis demonstrated that science educators displayed a heightened level of perceived self-efficacy in the domain of distance education. The influencing factors identified included gender, seniority, school type, class size, and usage of laboratory facilities. The qualitative findings indicated that science teachers' engagement with blended learning was characterized by both positive and negative sentiments. These experiences were further categorized into subgroups of positive and negative encounters.

Keywords

Blended learning, Blended learning experience, Self-efficacy towards distance education, Science education

Ethical Statement

This study strictly adhered to the ethical guidelines stipulated in the "Directive on Scientific Research and Publication Ethics of Higher Education Institutions". No activities inconsistent with the ethical standards of scientific research and publication were undertaken. Prior to the commencement of the study, approval was obtained from the University Ethics Committee. The approval was granted on October 6, 2022, during the 2022/24 meeting, under decision number 2022/24-10.

References

• Abubakar, D., & Adetimirin, A. (2015). Influence of computer literacy on postgraduates' use of e-resources in Nigerian University libraries. Library Philosophy and Practice (e-journal), 6, 18. 1-17.
• http://repository.ui.edu.ng/handle/123456789/7690
• Acar, Ö. & Azaklı, Z. (2023). The effect of online argumentation and reflective thinking-based science teaching on sixth graders’ cognitive abilities. Journal of Baltic Science Education, 22(2), 192-203. https://doi.org/10.33225/jbse/23.22.192
• Akgündüz, D. & Akınoğlu, O. (2017). The impact of blended learning and social media-supported learning on the academic success and motivation of the students in science education. Education and Science, 42(191), 69-90. http://dx.doi.org/10.15390/EB.2017.6444
• Akgündüz, D. (2019). Technological approaches in science and mathematics education. In D. Akgündüz (Ed.), Technological approaches in science and mathematics education learning models and methods (pp. 1-34). Anı Publications.
• Alpar, R. (2003). Introduction to applied multivariate statistical methods 1. Nobel Publications.
• Aytaç, A. (2021). A study on teachers’ attitudes toward teaching profession and perceptions of their self-efficacy toward distance education. Diyalektolog National Journal of Social Science, 28, 21-49.
• Bath, D. & Bourke, J. (2010). Getting started with blended learning. GIHE Griffith Institute of Higher Education.
• Bruggeman, B., Tondeur, J., Struyven, K., Pynoo, B., Garone, A., & Vanslambrouck, S. (2021). Experts speaking: Crucial teacher attributes for implementing blended learning in higher education. The Internet and Higher Education, 48, 100772. https://doi.org/10.1016/j.iheduc.2020.100772
• Büyüköztürk, Ş. (2012). Data analysis handbook for social sciences. Pegem Publications.
• Clark, D. (2020). Artificial intelligence for learning: How to use AI to support employee development. Kogan Page Publications.
• Creswell J. W. & Plano Clark V. L. (2017). Designing and Conducting Mixed Methods Research, Sage Publications.
• Corry, M. & Stella, J. (2018). Teacher self-efficacy in online education: A review of the literature. Association for Research in Learning Technology, 26, 1-12.
• Çırak Kurt, S., Yıldırım, İ. & Cücük, E. (2018). The effects of blended learning on student s chievement: A meta analysis study. Hacettepe University Journal of Faculty of Education, 33(3), 776-802. http://dx.doi.org/10.16986/HUJE.2017034685
• Çokluk, Ö. S., Şekercioğlu, G. & Büyüköztürk, S. (2010). Multivariate statistics for social sciences: spss and lisrel applications [Sosyal bilimler için çok değişkenli istatistik: spss ve lisrel uygulamaları]. Pegem Publications.
• Çok, C., & Günbatar, M. S. (2022). Teachers ' self‐efficiency perceptions regarding distance education in the COVID‐19 pandemic period. Educational Technology Theory and Practice, 12(1), 57‐81.
• De Jong, T., Linn, M. C. & Zacharia, Z. C. (2013). Physical and virtual laboratories in science and engineering education. Science, 340(6130), 305-308. http://dx.doi.org/10.1126/science.1230579
• Dias, S. B, Hadjileontiadis, L. J. & Diniz, J. A. (2014). On enhancing blended-learning scenarios through fuzzy logic-based modeling of users' LMS quality of interaction the rare & contemporary dance paradigms, Proceedings of the 9th International Conference on Computer Vision Theory and Applications, 765-772.
• Fazio, X. & Jaipal-Jamani, K. (2023). Professional learning using a blended-learning approach with elementary teachers who teach science: An exploration of processes and outcomes. In C. D. Tippet & Milford (Eds.). Exploring elemantary science teaching an learning in Canada. Contemporary trends and ıssıes in science education (pp.107-127), Springer, Cham.
• Fegely, A. G., Hagan, H. N. & Warriner, G. H. (2020). A practitioner framework for blended learning classroom inquiry-based virtual reality lessons. E-Learning and Digital Media, 17(6) 521-540. https://doi.org/10.1177/2042753020926948
• Field, A. (2009). Discovering statistics using IBM SPSS statistics. Sage Publication.
• Graham, C. R., Borup, J., Pulham, E. & Larsen, R. (2019). K–12 blended teaching readiness: Model and instrument development. Journal of Research on Technology in Education, 51(3), 239-258.
• https://www.tandfonline.com/doi/full/10.1080/15391523.2019.1586601
• Graham C. R. (2006). Blended learning systems: Definition, current trends, and future directions. The handbook of blended learning global perspectives, local designs. Pfeiffer.
• Gorder, L.M. (2008). A study of teacher perceptions of instructional technology integration in the classroom. Delta Pi Epsilon Journal, 50(2), 63-76.
• https://www.learntechlib.org/p/68467
• Gürdoğan, M. & Bağ, H. (2020). The effect of blended learning environments on academic achievement and motivation for science learning. Mehmet Akif Ersoy University Journal of Faculty of Education, 56, 139-158. https://doi.org/10.21764/maeuefd.489893
• Güney, İ. & Mete, P. (2022). The relationship between teachers' self-efficacy perceptions and their attitudes towards distance education. Trakya Journal of Education, 12(3), 1289-1309. https://doi.org/10.24315/tred.976005
• Horzum, M. B., Albayrak, E. & Ayvaz, A. (2012). Classroom teachers' beliefs about distance education in in-service training. Ege Education Journal, 13(1), 56-72, https://dergipark.org.tr/en/download/article-file/57008
• Howell, D.C. (2013). Statistical methods for psychology. Wadswort Cengage Learning
• Hung, H. (2015). Flipping the classroom for english language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96. https://doi.org/10.1080/09588221.2014.967701
• Hwang, R. H., Lin, H. T., Sun, J. C. Y., & Wu, J. J. (2019). Improving learning achievement in science education for elementary school students via blended learning. International Journal of Online Pedagogy and Course Design (IJOPCD), 9(2), 44-62. https://doi.org/10.4018/IJOPCD.2019040104
• Karaca, İ., Karaca, N., Karamustafaoğlu, N. & Özcan, M. (2021). Examining teachers' perceptions of the benefits of distance education. Humanistic Perspective, 3(1), 209-224. https://doi.org/10.47793/hp.844113
• Kozikoğlu, İ. Erbenzer, E. & Ateş, G. (2021). The relationship between teachers' flipped learning self-efficacy perceptions and learner autonomy support behaviors, Journal of Atatürk University Kazım Karabekir Faculty of Education, 42, 344-366. https://doi.org/10.33418/ataunikkefd.796531
• Kahraman B, Kaya O. (2021). Thematic content analysis of blended learning studies in science education, Hacettepe University Journal of Faculty of Education, 36(3), 509-526. https://doi.org/10.16986/HUJE.2020058309
• Kashefi, H., Ismail, Z. & Yusof, Y. M. (2012). The impact of blended learning on communication skills and teamwork of engineering students in multivariable calculus. Procedia-Social and Behavioral Sciences, 56, 341-347. https://doi.org/10.1016/j.sbspro.2012.09.662
• Kasraie, N. & Alahmad, A. (2015). A new force to push universities in the US to go online. International Journal of Learning, Teaching and Educational Research, 10(1), 73-79. http://ijlter.org/index.php/ijlter/article/view/228/94
• Karasar, N. (2009). Bilimsel araştırma yöntemi [Scientific research method]. Nobel Publications.
• Kalaycı, Ş. (2009). SPSS Uygulamalı çok değişkenli istatistik teknikleri [SPSS Applied multivariate statistical techniques]. Asil Publications.
• Kartal, O., Temellı̇, D. & Şahı̇n, Ç. (2018). An investigation into the information technology self efficacy level of secondary school maths teachers’ according to gender variable. Journal of Theoretical Educational Science, 11(4), 922-943. https://doi.org/10.30831/akukeg.410279
• Kaymak, E. & Titrek, O. (2021). Examining the level of self-efficacy for teachers' adaptation to technology, Sakarya University Journal of Education Faculty, 21(2), 104-134. https://doi.org/10.53629/sakaefd.910026
• Kıymet, Ç. & Çakır, R. (2023). Investigation of secondary education teachers' attitudes, digital competencies and experiences towards emergency distance education, Educational Technology Theory and Practice, 13(1), 101-133. https://doi.org/10.17943/etku.1103720
• Koca, M. (2006). Examining teachers’ use of information and communication technology according to variables of unified model of information and communication technology (Unpublished master’s thesis). Hacettepe University.
• Kılıç, D., Keleş, Ö. & Uzun, N. (2015). Science teachers' self-efficacy beliefs regarding to use of laboratory: effect of laboratory applications program, Erzincan University Journal of Faculty of Education, 17(1), 101-133. https://doi.org/10.17556/jef.22252
• Korkmaz, Ö. & Kadirhan, M. (2020). The Effects of Learning blended with EBA content on students' academic achievement and attitudes toward science course. Trakya Education Journal, 10(1), 64-75. https://doi.org/10.24315/tred.529721
• Kumaş, A. & Kan, S. (2022). Science teachers' views on instructional practices in the hybrid education process. Marmara University Atatürk Faculty of Education Journal of Educational Sciences, 56(56), 1-21. https://doi.org/10.15285/maruaebd.1038137
• Kumaş, A. (2023). The use of technology as an active learning tool in science lessons within the scope of hybrid education. Trakya Education Journal, 13(2), 962-976. https://doi.org/10.24315/tred.1100907
• Kurnaz, A., Kaynar, H., Şentürk-Barışık, C. & Doğrukök, B. (2020). Teachers’ views on distance learning. Journal of National Education, 49(1), 293-322. https://doi.org/10.37669/milliegitim.787959
• Littleton K., & Kerawalla, L. (2012) Trajectories of inquiry learning. In K. Littleton, E. Scanlon, & M., Sharples (Eds), Orchestrating inquiry learning. CPI Antony Rowe
• Ma, K., Chutiyami, M., Zhang, Y. & Nicoll, S. (2021). Online teaching self-efficacy during COVID-19: Changes, its associated factors and moderators. Education and Information Technologies, 26(6), 6675-6697. https://doi.org/10.1007/s10639-021-10486-3
• Moçoşoğlu, B. & Kaya, A. (2020). Investigation of teachers' attitudes towards distance education applied due to coronavirus disease (COVID-19). Kahramanmaras Sutcu Imam University Journal of Education), 2(1), 15-43.
• Oğuz, A. (2013). Development of the scale of supporting learner autonomy. Educational Sciences in Theory and Practice, 13(4), 2177-2194. https://doi.org/10.12738/estp.2013.4.1870
• Okaz, A. A. (2015). Integrating blended learning in higher education. Procedia - Social and Behavioral Sciences, 186, 600-603. https://doi.org/10.1016/j.sbspro.2015.04.086
• Omeodu, M. D. & Ekineh, D. R. (2023). Blended learning in teaching science in secondary schools in Abua/Odual local government area, rivers state. Rivers State University Journal of Science and Mathematics Education, 1(1), 106-114. https://rsujosme.com/index.php/home/article/view/14/15
• Özcan, B. & Saraç, L. (2020). COVID-19 pandemisi sürecinde öğretmen çevrimiçi uzaktan eğitim rol ve yeterlikleri: Beden eğitimi öğretmenleri örneği. [Teachers’ roles and competencies in online distance learning during the Covid-19 pandemic crisis: A case of physical education teachers].Milli Eğitim Dergisi, 49(1), 459-475. https://doi.org/10.37669/milliegitim.787127
• Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage Publications.
• Plumm, K. M. (2008). Technology in the classroom: Burning the bridges to the gaps in gender-biased education? Computers & Education, 50, 1052–1068. https://doi.org/10.1016/j.compedu.2006.10.005
• Pulham, E., & Graham, C. R. (2018). Comparing K-12 online and blended teaching competencies: A literature review. Distance Education, 39(3), 411-432. https://doi.org/10.1080/01587919.2018.1476840
• Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in online component of blended learning: A systematic review. Computers & Education, 144, 103701. https://doi.org/10.1016/j.compedu.2019.103701
• Saliba, G., Rankine, L. & Cortez, H. (2013). Fundamentals of blended learning. University of Western Sydney.
• Schofield, J. W. (1995). Computers and classroom culture. Cambridge University Press.
• Shyr, W. J. & Chen, C. H. (2017). Designing a technology‐enhanced flipped learning system to facilitate students' self‐regulation and performance. Journal of Computer Assisted Learning, 34(1), 53-62. https://doi.org/10.1111/jcal.12213
• Smyth, S., Houghton, C., Cooney, A. & Casey, D. (2012). Students' experiences of blended learning across a range of postgraduate programmes. Nurse education today, 32(4), 464-468. https://doi.org/10.1016/j.nedt.2011.05.014
• Stockwell, B. R. Stockwell, M. S. & Jiang, E. (2015). Blended learning improves science education. Cell, 162(5), 933-936. http://dx.doi.org/10.1016/j.cell.2015.08.009
• Sontay, G. & Karamustafaoğlu, O. (2022). Examination of national studies on the blended learning model. National Journal of Education Academy, 6(2), 145-155. https://dergipark.org.tr/en/download/article-file/2440703
• Tabachnick, B. G. & Fidell, L. S. (2013). Using multivariate statistics, Allyn and Bacon.
• Teo, T. & Milutinovic, V. (2015). Modelling the intention to use technology for teaching mathematics among pre-service teachers in Serbia. Journal of Educational Technology, 31(4), 363-380.
• URL-1. (2020). 8 Terrific blended learning strategies snd 3 fun projects to try. https://wabisabilearning.com/blogs/stem/8-blended-learning-strategies-3-projects.
• Ulaş, A. H. & Ozan, C. (2010). Proficiency level of classroom teachers in terms of educational technologies. Journal of Atatürk University Institute of Social Sciences, 14(1), 63-84. https://dergipark.org.tr/tr/download/articlefile/32197
• Uzunboy, R. (2022). An investigation on the distance education self-efficacy of secondary school teachers (Afyonkarahisar Sample) (Unpublished Master's Thesis), Afyon Kocatepe University
• Yapıcı, I. U. & Akbayın, H. (2012). The effect of blended learning model on high school students' biology achievement and on their attitudes towards the internet. Turkish Online Journal of Educational Technology, 11(2), 228-237.
• Yılmaz, H. H. (2012). Evaluation of teachers' attitudes about the use of technology in education (Şişli Endüstri Meslek Lisesi sample) (Unpublished Master's thesis). Bahçeşehir University.
• Yıldırım, A. & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences] (8th edition). Ankara: Seçkin Publishing.
• Yenilmez, K., Turğut, M. & Balbağ, M. (2017). Investigation of pre-service teachers' attitudes towards distance education in terms of some variables. Erzincan University Journal of Faculty of Education, 19(2), 91-107. https://doi.org/10.17556/erziefd.305902