The purpose of this research is to compare learning effects depending on different learning environments. Community based discussion models were employed in a genuine high school. For this, concrete discussion strategies were planned to be suitable fo...
The purpose of this research is to compare learning effects depending on different learning environments. Community based discussion models were employed in a genuine high school. For this, concrete discussion strategies were planned to be suitable for an online, offline, and blended discussion environment. Also, the learner's participation, achievement and satisfaction in each environment was compared and analyzed. The following questions were addressed in this study;
1. Is there a significant difference in achievement scores of learners in each of three subject groups: The online discussion, the offline discussion, and the blended discussion learning strategies.
2. Is there a significant difference in learner's participation in each of three subject groups: The online discussion, the offline discussion, and the blended discussion learning strategies.
3. Is there a significant difference in learner's satisfaction in each of three subject groups: The online discussion, the offline discussion, and the blended discussion learning strategies.
The subjects were high school second grade students in a standardized environment. Subjects were classified into three groups: on ine, offline, blended environment. They were provided with a discussion facilitating strategy suitable for each environment. For the online discussion group verbal feedback and evaluation was provided through the discussion board and online discussion activity progressed as a form of an individual learning. The offline discussion group was provided with a teacher's verbal feedback and face-to-face discussion. The blended discussion group had a preliminary discussion with an offline class and followed by an online discussion through the discussion board. Feedback in both online and offline environment was provided as well. In this discussion achievement process achievement scores and learner's participation were measured and quantified. Learner's satisfaction was also surveyed through a questionnaire after the discussion. After the experiment, the above results of the three groups were compared and analyzed through One-Way ANOVA.
The results of the research were summarized,
There was a significant difference in achievement scores, learner's participation, learner's satisfaction of learners in each of three subject groups. Specifically, the blended discussion group showed a significant difference in average grade compared to online discussion group. Notably the participation rate of blended discussion group was the highest and the participation rate of offline discussion group was low. The blended discussion learning group showed the highest discussion satisfaction rate in comparison to the other two groups.
In view of the achieved results of this research, we come to the conclusions that discussion facilitating strategy in a blended discussion environment in community based discussion learning has a great effect on learning compared to the other two discussion facilitating strategies.
Based on the result of the research, the following recommendations were offered: the relationship between the application time of blended learning strategy and learning result, the relationship between learner's property and discussion learning environment, the need for study on blended learning method that is applicable to the actual teaching spot in a school.