Comparison of pre-service mathematics teachers' views on blended learning and distance learning applications

Teachers' views on blended learning and distance learning

Abstract

The blended learning (BL) model eliminates the disadvantageous aspects of distance education and traditional education models and combines the beneficial elements in the light of studies in the literature to ensure higher quality and more efficient education. In this context, examining pre-service teachers' approaches to new teaching models used with technology is thought to be important. For this reason, in this study, the views of pre-service mathematics teachers on BL were examined by comparing them with distance learning (DL). The case study method, one of the qualitative research approaches, was used in this study. The study group consists of 26 senior students from a state university's primary school mathematics teaching department in Turkey's Western Black Sea Region. The data collection tool of the study was a semi-structured interview form (SSIF) consisting of eight questions, each aimed at determining pre-service teachers' views on the teaching practices based on BL and DL approaches. The data analysis was made through content analysis, one of the qualitative data analysis techniques. BL and DL approaches were compared in various categories. None of the pre-service teachers expressed a negative view on the BL approach. Their views have been grouped under the time, method, motivation, attention and focus, learning and feedback, communication and interaction, access to resources, technology, and cost categories.  In general, pre-service teachers found BL-based implementation more positive than DL-based one. The number of views expressed in each category for the BL approach is quite higher than that in each category for the DL approach.