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Assessment and Evaluation Applications of Problem-Based Activities in Hybrid Learning Environments

Yıl 2023, , 849 - 867, 26.12.2023

Ahmet Kumaş

https://doi.org/10.30703/cije.1242812

Öz

Students who face problems such as pandemics, disasters, and transportation cannot follow the lessons simultaneously with their peers in the classroom. In such cases, online and hybrid learning applications are used to provide interactive learning. The aim of this study was to provide alternative assessment-evaluation practices that would involve students as active participants in the learning process in hybrid learning environments in physics lessons. This study used the developmental-critical action research model. The research was conducted under the guidance of the researcher with 33 students from the 11th grade at the high school where the researcher worked as a physics teacher for 12 years. The data was obtained with the help of rubrics, interviews, and documents. Documents and interviews were evaluated using content analysis, and rubric data were evaluated with descriptive analysis. Peer evaluation, peer group evaluation, rubric, analogy map, and documents were used as measurement and evaluation tools in order to increase the interactions of students who were considered as disadvantaged groups in hybrid learning environments and who attended online courses to higher levels. The results of the problem-based learning (PBL) applications revealed that students faced with real-life problems through measurement and evaluation. As a result of this situation, students' interactions within and between groups improved, individual and group responsibilities increased, and positive gains were achieved in the learning process.

Anahtar Kelimeler

Problem-based learning assessment and evaluation hybrid learning physics teaching online learning

Kaynakça

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  • Ateş, H. (2022). Pandemi süreci bağlamında öğretmen yetiştirmede ve eğitimde bilişim teknolojisinin kullanımının artan önemi. AJIT-e: Academic Journal of Information Technology, 13 (49) , 90-106. https://doi.org/10.5824/ajite.2022.02.002.x
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  • Bayrak, N. & Bayrak, G. (2021). Eğitimde teknoloji kullanımı içerikli hizmet içi eğitim kurslarının öğretmenlerin teknolojik pedagojik alan bilgisi özgüvenine etkileri. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 18 (1) , 1009-1041. https://doi.org/10.33711/yyuefd.957385
  • Bonakdarian, E., Whittaker, T., & Yang, Y. (2010). Mixing it up: more experiments in hybrid learning. Journal of Computing Sciences in Colleges, 25(4), 97-103.
  • Cain, W., Sawaya, S., & Bell, J. (2013). Innovating the hybrid small group model in a synchromodal learning environment. In EdMedia+ Innovate Learning (pp. 1333-1339). Association for the Advancement of Computing in Education (AACE).
  • Chen, R. (2021). A review of cooperative learning in EFL Classroom. Asian Pendidikan, 1(1), 1-9. https://doi.org/10.53797/aspen.v1i1.1.2021
  • Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37-46. https://doi.org/10.1177/001316446002000104
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  • Fidan, M., & Tuncel, M. (2019). Integrating augmented reality into problem based learning: The effects on learning achievement and attitude in physics education. Computers & Education, 142, 103635.
  • Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The qualitative report, 8(4), 597-607.
  • Günter, T., & Alpat, S. K. (2017). The effects of problem-based learning (PBL) on the academic achievement of students studying ‘Electrochemistry’. Chemistry Education Research and Practice, 18(1), 78-98.
  • Han, S., Capraro, R., & Capraro, M. M. (2015). How science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently: The impact of student factors on achievement. International Journal of Science and Mathematics Education, 13, 1089-1113.
  • Hanrahan, S. J., & Isaacs, G. (2001). Assessing self-and peer-assessment: The students' views. Higher Education Research & Development, 20(1), 53-70.
  • Jena, P. K. (2020). Online learning during lockdown period for covid-19 in India. International Journal of Multidisciplinary Educational Research (IJMER), 9.
  • Kan, S., & Zeki Saka, A. (2021). The comparison of Problem Based and Project Based Learning methods in Physics teaching. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 23(3.), 731-765. https://doi.org/10.15516/cje.v23i3.3570
  • Kazu, I. Y., & Yalçin, C. K. (2022). Investigation of the Effectiveness of Hybrid Learning on Academic Achievement: A Meta-Analysis Study. International Journal of Progressive Education, 18(1), 249-265.
  • Kelley, E. W. (2021). LAB theory, HLAB pedagogy, and review of laboratory learning in chemistry during the COVID-19 pandemic. Journal of Chemical Education, 98(8), 2496-2517. https://doi.org/10.1021/acs.jchemed.1c00457
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Hibrit Öğrenme Ortamlarında Probleme Dayalı Etkinliklerin Ölçme-Değerlendirme Uygulamaları

Yıl 2023, , 849 - 867, 26.12.2023

Ahmet Kumaş

https://doi.org/10.30703/cije.1242812

Öz

Salgın, afet ve ulaşım gibi problemlerle yüzleşen öğrenciler, dersleri sınıftaki akranları ile birlikte eş zamanlı olarak takip edememektedirler. Bu gibi durumlarda etkileşimli öğrenme sağlanabilmesi için çevrimiçi ve hibrit öğrenme uygulamalarına başvurulmaktadır. Bu çalışmanın amacı, fizik dersinde hibrit öğrenme ortamlarında öğrencileri öğrenme sürecinin aktif katılımcıları olarak sürece katacak alternatif ölçme-değerlendirme uygulamalarının sağlanmasıdır. Araştırmada nitel araştırma yöntemi kapsamında geliştirici-eleştirel eylem araştırması modeli kullanılmıştır. Araştırma, araştırmacının 12 yıl fizik öğretmenliği yaptığı lisede 11. sınıftan 33 öğrenci ile araştırmacı rehberliğinde yürütülmüştür. Veriler, dereceli puanlama anahtarı, görüşme ve dokümanlar yardımı ile elde edilmiştir. Doküman ve görüşmeler içerik analizi, dereceli puanlama anahtarı verileri betimsel analiz ile değerlendirilmiştir. Hibrit öğrenme ortamlarında dezavantajlı gruplar olarak nitelendirilen ve derslere çevrimiçi katılan öğrencilerin etkileşimlerinin üst düzeylere çıkarılabilmesi için ölçme-değerlendirme aracı olarak akran değerlendirme, akran grup değerlendirme, dereceli puanlama anahtarı, analoji haritası ve dokümanlardan yararlanılmıştır. Probleme dayalı öğrenme (PDÖ) uygulamaları sonucunda ölçme-değerlendirmeler ile öğrenciler gerçek yaşam problemleri ile yüzleşmişlerdir. Bu durum sonucunda, öğrencilerin grup içinde ve gruplar arasında etkileşimleri gelişerek, bireysel ve grup sorumlulukları üst düzeylere çıkmış ve öğrenme sürecinde olumlu kazanımlar elde edilmiştir.

Anahtar Kelimeler

Probleme dayalı öğrenme ölçme-değerlendirme hibrit öğrenme fizik öğretimi çevrimiçi öğrenme

Teşekkür

Araştırma sürecinde desteklerini esirgemeyen tez danışmanım Prof. Dr. Ahmet Zeki SAKA'ya ve sürece aktif ve gönüllü katılım sağlayan sevgili öğrencilerime teşekkürlerimi bir borç bilirim.

Kaynakça

  • Adedoyin, O. B., & Soykan, E. (2023). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive learning environments, 31(2), 863-875.
  • Alawamleh, M., Al-Twait, L. M., & Al-Saht, G. R. (2020). The effect of online learning on communication between instructors and students during Covid-19 pandemic. Asian Education and Development Studies, 11(2), 380-400.
  • Ateş, H. (2022). Pandemi süreci bağlamında öğretmen yetiştirmede ve eğitimde bilişim teknolojisinin kullanımının artan önemi. AJIT-e: Academic Journal of Information Technology, 13 (49) , 90-106. https://doi.org/10.5824/ajite.2022.02.002.x
  • Bara, G., & Xhomara, N. (2020). The Effect of Student-Centered Teaching and Problem-Based Learning on Academic Achievement in Science. Journal of Turkish Science Education (TUSED), 17(2).
  • Bashir, A., Bashir, S., Rana, K., Lambert, P., & Vernallis, A. (2021, August). Post-COVID-19 adaptations; the shifts towards online learning, hybrid course delivery and the implications for biosciences courses in the higher education setting. In Frontiers in Education (Vol. 6, p. 711619). Frontiers Media SA. https://doi.org/10.3389/feduc.2021.711619
  • Bayrak, N. & Bayrak, G. (2021). Eğitimde teknoloji kullanımı içerikli hizmet içi eğitim kurslarının öğretmenlerin teknolojik pedagojik alan bilgisi özgüvenine etkileri. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 18 (1) , 1009-1041. https://doi.org/10.33711/yyuefd.957385
  • Bonakdarian, E., Whittaker, T., & Yang, Y. (2010). Mixing it up: more experiments in hybrid learning. Journal of Computing Sciences in Colleges, 25(4), 97-103.
  • Cain, W., Sawaya, S., & Bell, J. (2013). Innovating the hybrid small group model in a synchromodal learning environment. In EdMedia+ Innovate Learning (pp. 1333-1339). Association for the Advancement of Computing in Education (AACE).
  • Chen, R. (2021). A review of cooperative learning in EFL Classroom. Asian Pendidikan, 1(1), 1-9. https://doi.org/10.53797/aspen.v1i1.1.2021
  • Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37-46. https://doi.org/10.1177/001316446002000104
  • Daly, M. C., Buckman, S. R., & Seitelman, L. M. (2020). The unequal impact of COVID-19: Why education matters. FRBSF Economic Letter, 17, 1-5. https://EconPapers.repec.org/RePEc:fip:fedfel:88277
  • Dark, M. L. (2005). Using science fiction movies in introductory physics. The Physics Teacher, 43(7), 463-465.
  • Demir, Ö. (2023). Another brick in the wall of ed-tech failures? A systematic literature review of the FATIH project in Turkey from the perspective of in-service teachers. Learning, Media and Technology, 1-15.
  • Duran, M. & Fossum, P. (2010). Öğretmen eğitiminde bilgi ve iletişim teknolojileri entegrasyonu: Bölüm 2—Model uygulaması. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 11 (3) , 169-187 . Retrieved from https://dergipark.org.tr/tr/pub/kefad/issue/59502/855339
  • Esterwood, E., & Saeed, S. A. (2020). Past epidemics, natural disasters, COVID19, and mental health: learning from history as we deal with the present and prepare for the future. Psychiatric quarterly, 91(4), 1121-1133. https://doi.org/10.1007/s11126-020-09808-4
  • Fidan, M., & Tuncel, M. (2019). Integrating augmented reality into problem based learning: The effects on learning achievement and attitude in physics education. Computers & Education, 142, 103635.
  • Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The qualitative report, 8(4), 597-607.
  • Günter, T., & Alpat, S. K. (2017). The effects of problem-based learning (PBL) on the academic achievement of students studying ‘Electrochemistry’. Chemistry Education Research and Practice, 18(1), 78-98.
  • Han, S., Capraro, R., & Capraro, M. M. (2015). How science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently: The impact of student factors on achievement. International Journal of Science and Mathematics Education, 13, 1089-1113.
  • Hanrahan, S. J., & Isaacs, G. (2001). Assessing self-and peer-assessment: The students' views. Higher Education Research & Development, 20(1), 53-70.
  • Jena, P. K. (2020). Online learning during lockdown period for covid-19 in India. International Journal of Multidisciplinary Educational Research (IJMER), 9.
  • Kan, S., & Zeki Saka, A. (2021). The comparison of Problem Based and Project Based Learning methods in Physics teaching. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 23(3.), 731-765. https://doi.org/10.15516/cje.v23i3.3570
  • Kazu, I. Y., & Yalçin, C. K. (2022). Investigation of the Effectiveness of Hybrid Learning on Academic Achievement: A Meta-Analysis Study. International Journal of Progressive Education, 18(1), 249-265.
  • Kelley, E. W. (2021). LAB theory, HLAB pedagogy, and review of laboratory learning in chemistry during the COVID-19 pandemic. Journal of Chemical Education, 98(8), 2496-2517. https://doi.org/10.1021/acs.jchemed.1c00457
  • Kondracki, N. L., Wellman, N. S., & Amundson, D. R. (2002). Content analysis: Review of methods and their applications in nutrition education. Journal of nutrition education and behavior, 34(4), 224-230. https://doi.org/10.1016/S1499-4046(06)60097-3
  • Kumas, A., & Kan, S. (2021). Assessment and Evaluation Applications and Practices of Science and Physics Teachers in Online Education during COVID-19. International Journal of Education and Literacy Studies, 9(4), 163-173.
  • Kumaş, A. (2008). Yeryüzünde hareket ünitesinde işbirlikli öğrenme gruplarında probleme dayalı öğrenme uygulaması ve değerlendirilmesi. Unpublished master’s thesis, Karadeniz Teknik Üniversitesi, Trabzon.
  • Kumaş, A. (2022). Fizik Öğretiminde Yaşanılan Problemlerin Fizik Zümre Toplantıları ve Öğretmen Görüşleri ile Değerlendirilmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 23(1), 1303-1348.
  • Kumaş, A. (2022). Measurement-evaluation applications of context-based activities in hybrid learning environments. International Journal of Assessment Tools in Education, 9(Special Issue), 197-217.
  • Kumaş, A. (2023). Problem-Based Learnıng applıcatıons in online envıronments. Canadian Journal of Physics, 101(9), 512-523.
  • Kumaş, A., & Kan, S. (2022). Hibrit eğitim sürecinde fen bilimleri öğretmenlerinin öğretimsel uygulamalara yönelik görüşleri. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 56(56), 1-21.
  • Landis, J.R., & Koch, G.G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33 (1): 159–174. https://doi.org/10.2307/2529310
  • Li, Q., Li, Z., & Han, J. (2021). A hybrid learning pedagogy for surmounting the challenges of the COVID-19 pandemic in the performing arts education. Education and Information Technologies, 26(6), 7635-7655. https://doi.org/10.1007/s10639-021-10612-1
  • Makhachashvili, R. (2021). Digital hybrid learning individual quality assessment in european and oriental languages programs: Student case study in Ukraine. In 14th International Conference on ICT, Society, and Human Beings, ICT 2021 (Vol. 14, No. 1, pp. 11-22). International Association for Development of the Information Society (IADIS).
  • McMurray, A. J. (2007). College students, the GI Bill, and the proliferation of online learning: A history of learning and contemporary challenges. The Internet and Higher Education, 10(2), 143-150. https://doi.org/10.1016/j.iheduc.2007.03.002
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. sage.
  • Miles, M. B. & Huberman, A. M. (2015). Nitel veri analizi: Genişletilmiş bir kaynak kitap (Çev. Ed. S. Akbaba-Altun & A. Ersoy). Ankara: Pegem Akademi.
  • Mulhayatiah, D., Sinaga, P., Rusdiana, D., Kaniawati, I., & Suhendi, H. Y. (2021, March). Pedagogical and professional physics teacher training: why hybrid learning is important?. In Journal of Physics: Conference Series (Vol. 1806, No. 1, p. 012036). IOP Publishing.
  • Ngereja, B., Hussein, B., & Andersen, B. (2020). Does project-based learning (PBL) promote student learning? a performance evaluation. Education Sciences, 10(11), 330.
  • Nørgård, R. T. (2021). Theorising hybrid lifelong learning. British Journal of Educational Technology, 52(4), 1709-1723. https://doi.org/10.1111/bjet.13121
  • Oducado, R. M., & Estoque, H. (2021). Online learning in nursing education during the COVID-19 pandemic: Stress, satisfaction, and academic performance. Journal of Nursing Practice, 4(2), 143-153.
  • Özyılmaz Akamca, G. (2008). İlköğretimde analojiler, kavram karikatürleri ve tahmin-gözlem-açıklama teknikleriyle desteklenmiş fen ve teknoloji eğitiminin öğrenme ürünlerine etkisi (Doctoral dissertation, DEÜ Eğitim Bilimleri Enstitüsü). http://hdl.handle.net/20.500.12397/6854
  • Patri, M. (2002). The influence of peer feedback on self-and peer-assessment of oral skills. Language testing, 19(2), 109-131. https://doi.org/10.1191/0265532202lt224oa
  • Rentschler, J., Elbert, R., & Weber, F. (2022). Promoting sustainability through synchromodal transportation: A systematic literature review and future fields of research. Sustainability, 14(20), 13269.
  • Rochman, C., & Pertiwi, C. S. R. (2020). Learning at Covid-19 pandemic era: Science technology engineering and mathematic competencies and student character. SEJ (Science Education Journal), 4(2), 129-142. https://doi.org/10.21070/sej.v4i2.574
  • Rosita, N., Saun, S., & Mairi, S. (2019). Google Classroom for Hybrid Learning in Senior High School. Journal of Learning and Teaching in Digital Age, 5(1), 35-41. https://dergipark.org.tr/en/pub/joltida/issue/55477/76013
  • Rotas, E., & Cahapay, M. (2020). Difficulties in remote learning: Voices of Philippine university students in the wake of COVID-19 crisis. Asian Journal of Distance Education, 15(2), 147-158.
  • Saka, A. Z., & Kumaş, A. (2009). Implementation of problem based learning in cooperative learning groups: An example of movement of vertical shooting. Procedia-Social and Behavioral Sciences, 1(1), 1327-1336. https://doi.org/10.1016/j.sbspro.2009.01.234
  • Samaraee, A. A. (2020). The impact of the COVID-19 pandemic on medical education. British Journal of Hospital Medicine, 81(7), 1-4.
  • Sari, T., & Nayır, F. (2020). Challenges in distance education during the (Covid-19) pandemic period. Qualitative Research in Education, 9(3), 328-360. https://doi.org/10.17583/qre.2020.5872
  • Schmidt, H. G. (1983). Problem‐based learning: Rationale and description. Medical education, 17(1), 11-16. https://doi.org/10.1111/j.1365-2923.1983.tb01086.x
  • Silalahi, T. F., & Hutauruk, A. F. (2020). The application of cooperative learning model during online learning in the pandemic period. Budapest International Research and Critics Institute-Journal (BIRCI-Journal), 3(3), 1683-1691.
  • Singh, J., Steele, K., & Singh, L. (2021). Combining the best of online and face-to-face learning: Hybrid and blended learning approach for COVID-19, post vaccine, & post-pandemic world. Journal of Educational Technology Systems, 50(2), 140-171. https://doi.org/10.1177/00472395211047865
  • Slavin, R. E. (1980). Cooperative learning. Review of educational research, 50(2), 315-342. https://doi.org/10.3102/00346543050002315
  • Somekh, B. (2005). Action Research: A Methodology For Change And Development: a methodology for change and development. McGraw-Hill Education (UK).
  • Stewart, M. (1998). Gender issues in physics education. Educational Research, 40(3), 283-293.
  • Stuessy, C. L., Parrott, J. A. & Foster, A. S. (2003). Mathematics and science classroom observation profile system (M-SCOPS): Using classroom observation to analyze the how and what of mathematics.
  • Süzer, M. A. (2017). Fizik lise öğretim programının ve ders kitaplarının Almanya ve İngiltere örnekleriyle karşılaştırılması ve öğretmen görüşleriyle değerlendirilmesi (Doctoral dissertation, Necmettin Erbakan University (Turkey)).
  • Ung, L. L., Labadin, J., & Mohamad, F. S. (2022). Computational thinking for teachers: Development of a localised E-learning system. Computers & Education, 177, 104379.
  • Van Riessen, B., Mulder, J., Negenborn, R. R., & Dekker, R. (2021). Revenue management with two fare classes in synchromodal container transportation. Flexible Services and Manufacturing Journal, 33(3), 623-662.
  • Villegas-Ch, W., García-Ortiz, J., Román-Cañizares, M., & Sánchez-Viteri, S. (2021). Proposal of a remote education model with the integration of an ICT architecture to improve learning management. PeerJ Computer Science, 7, e781. https://doi.org/10.7717/peerj-cs.781
  • Wang, Y., & Wang, Q. (2022). A Student Grouping Method for Massive Online Collaborative Learning. International Journal of Emerging Technologies in Learning (iJET), 17(3), 18-33.
  • Wood, D. F. (2003). Problem based learning. Bmj, 326(7384), 328-330. https://doi.org/10.1136/bmj.326.7384.328
  • Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.
  • Yıldırım, G. & Gültekin, M. (2017). İlkokul 4. Sınıf fen ve teknoloji dersinde bağlam temelli öğrenme uygulamaları. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, Volume: 18 Special Issue, 81-101. Retrieved from https://dergipark.org.tr/en/pub/kefad/issue/59263/851393
  • Yıldırım, İ. & Vural, Ö. F. (2016). Matematik öğretimine entegre edilmiş harmanlanmış öğrenme süreci hakkındaki öğrenci görüşleri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17 (2) , 1-15 . Retrieved from https://dergipark.org.tr/en/pub/kefad/issue/59426/853554
  • Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage.
  • Yu, Z. (2022). Sustaining student roles, digital literacy, learning achievements, and motivation in online learning environments during the COVID-19 pandemic. Sustainability, 14(8), 4388.
  • Yüzbaşıoğlu, H. B., Yüzbaşıoğlu, M. K., & Kurnaz, M. A. (2021). Prospective Classroom Teachers' Views on Out-of-School Learning Activities Before and During the Covid-19 Outbreak. Journal of Turkish Science Education (TUSED), 18.
  • Zitter, I., & Hoeve, A. (2012). Hybrid learning environments: Mergıng learnıng and work processes to facılıtate knowledge ıntegratıon and transıtıons. OECD Education Working Papers, (81), 0_1. https://doi.org/10.1787/19939019
Toplam 70 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Bilgisayar Tabanlı Sınav Uygulamaları
Bölüm Araştırma Makalesi
Yazarlar

Ahmet Kumaş 0000-0002-2898-9477

Yayımlanma Tarihi 26 Aralık 2023
Yayımlandığı Sayı Yıl 2023

Kaynak Göster

APA Kumaş, A. (2023). Hibrit Öğrenme Ortamlarında Probleme Dayalı Etkinliklerin Ölçme-Değerlendirme Uygulamaları. Cumhuriyet Uluslararası Eğitim Dergisi, 12(4), 849-867. https://doi.org/10.30703/cije.1242812

e-ISSN: 2147-1606

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