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

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dc.authorscopusid36458671800en_US
dc.authorscopusid59152038800en_US
dc.authorscopusid57206240439en_US
dc.contributor.authorNuhoğlu, H.
dc.contributor.authorŞahin, Sarkin, D.B.
dc.contributor.authorAşiroğlu, S.
dc.date.accessioned2024-08-23T16:07:31Z
dc.date.available2024-08-23T16:07:31Z
dc.date.issued2024en_US
dc.departmentDüzce Üniversitesien_US
dc.description.abstractBlended 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. © 2024, Ozgen Korkmaz. All rights reserved.en_US
dc.identifier.doi10.17275/per.24.38.11.3
dc.identifier.endpage145en_US
dc.identifier.issn2148-6123
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-85194870938en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage126en_US
dc.identifier.urihttps://doi.org/10.17275/per.24.38.11.3
dc.identifier.urihttps://hdl.handle.net/20.500.12684/14702
dc.identifier.volume11en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherOzgen Korkmazen_US
dc.relation.ispartofParticipatory Educational Researchen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectBlended learningen_US
dc.subjectBlended learning experienceen_US
dc.subjectScience educationen_US
dc.subjectSelf-efficacy towards distance educationen_US
dc.titleDigital Transformation in Science Education: Teachers' Self-Efficacy of Distance Learning and Blended Learning Experiencesen_US
dc.typeArticleen_US

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