Asynchronous Distance Learning and Blended Learning in Terms of Learner Autonomy, Motivation and Academic Success

Autor/inn/en	Günes, Sevim; Alagözlü, Nuray
Titel	Asynchronous Distance Learning and Blended Learning in Terms of Learner Autonomy, Motivation and Academic Success
Quelle	In: Turkish Online Journal of Educational Technology - TOJET, 20 (2021) 3, S.54-65 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Günes, Sevim) ORCID (Alagözlü, Nuray)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-7242
Schlagwörter	Asynchronous Communication; Distance Education; Blended Learning; Educational Technology; Technology Uses in Education; English (Second Language); Second Language Instruction; Conventional Instruction; College Freshmen; Personal Autonomy; Student Motivation; Academic Achievement; Foreign Countries; Success; Language Tests; Scores; Turkey + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Studienanfänger; Individuelle Autonomie; Schulische Motivation; Schulleistung; Ausland; Erfolg; Language test; Sprachtest; Türkei
Abstract	This study aims to compare asynchronous distance learning and blended learning in a context in which English is taught as a foreign language; the focal points of the comparison are learner autonomy, motivation and academic success. In this context, asynchronous distance learning refers to an English learning process provided through online videos and course materials; the learners and the instructor are separate both in terms of place and time. Blended learning, on the other hand, refers to an English learning process which combines face-to-face and asynchronous distance learning environments. 145 freshmen studying at a state university in Turkey participated in the study. An experimental and a control group were formed on a voluntary basis. The control group consisted of 114 students and they were taught English only via asynchronous distance learning. However, the experimental group -- comprised of 31 students -- were included in a face-to-face learning process in addition to being a part of an asynchronous distance learning. For the academic success levels of the students, two grammar tests were used. Additionally, a questionnaire was used in order to reveal participants' motivation and autonomy scores. The quantitative findings of the current study revealed that the blended learning students had higher learner autonomy, motivation and academic success levels than the asynchronous distance learning students. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01