Students’ Perspectives of Hybrid Learning: Survey Results and Perspectives Regarding University Lessons for German as a Foreign Language

Nurseza Keleş; Kader Aksoy; Anastasia Şenyıldız

Article Details

Students’ Perspectives of Hybrid Learning: Survey Results and Perspectives Regarding University Lessons for German as a Foreign Language

Authors:

Nurseza Keleş | Kader Aksoy | Anastasia Şenyıldız

Publisher:

Istanbul University

Journal:

Studien zur deutschen Sprache und Literatur Issue 48, pp.141-161

Document Type:

Article

Publication Date:

1/2023

Document Language:

Deutsch (kurzfassung)

Document ID (Org No.):

2001282558

pISSN:

2619-9890

Keywords:

Abstract:

 The present study examines the use of the hybrid learning model in lessons for teaching German as a foreign language carried out at a Turkish university in the 2021-2022 preparatory year. The quantitative investigation aims to evaluate the model that was used from students perspectives to gain insight regarding discussions on future hybrid learning models. Data were collected using a semi-structured, non-standardized online questionnaire with Likert-type statements and open-ended questions. As a result, the study determined the opinions of 61 students regarding motivation and learning efficiency for the online and face-to-face aspects of the lesson, the features of hybrid learning, and the likelihood of its continuation. The data were evaluated numerically using Google Forms and Microsoft Excel. The results show that the students rated their motivation and learning efficiency significantly higher regarding the face-to-face aspects of the lesson compared to the online aspects, which can certainly be explained by the adverse effects of the COVID-19 pandemic. Evaluating the general Likert-type statements regarding hybrid learning revealed the students attitudes toward several aspects of hybrid learning. For example, the students stated that the digital activities used for the online parts of the lesson e.g., interactive exercises are able to support foreign language learning and that the face-to-face parts of the lesson positively emphasized collaborative learning in a community. When asked about the likelihood of continuing hybrid learning, the students turned out to be half in favor and half opposed. Due to the results from the present study, pedagogical added value should be placed more at the center of all didactic considerations when designing future hybrid learning classes.

 The present study examines the use of the hybrid learning model in lessons for teaching German as a foreign language carried out at a Turkish university in the 2021-2022 preparatory year. The quantitative investigation aims to evaluate the model that was used from students perspectives to gain insight regarding discussions on future hybrid learning models. Data were collected using a semi-structured, non-standardized online questionnaire with Likert-type statements and open-ended questions. As a result, the study determined the opinions of 61 students regarding motivation and learning efficiency for the online and face-to-face aspects of the lesson, the features of hybrid learning, and the likelihood of its continuation. The data were evaluated numerically using Google Forms and Microsoft Excel. The results show that the students rated their motivation and learning efficiency significantly higher regarding the face-to-face aspects of the lesson compared to the online aspects, which can certainly be explained by the adverse effects of the COVID-19 pandemic. Evaluating the general Likert-type statements regarding hybrid learning revealed the students attitudes toward several aspects of hybrid learning. For example, the students stated that the digital activities used for the online parts of the lesson e.g., interactive exercises are able to support foreign language learning and that the face-to-face parts of the lesson positively emphasized collaborative learning in a community. When asked about the likelihood of continuing hybrid learning, the students turned out to be half in favor and half opposed. Due to the results from the present study, pedagogical added value should be placed more at the center of all didactic considerations when designing future hybrid learning classes.

 The present study examines the use of the hybrid learning model in lessons for teaching German as a foreign language carried out at a Turkish university in the 2021-2022 preparatory year. The quantitative investigation aims to evaluate the model that was used from students perspectives to gain insight regarding discussions on future hybrid learning models. Data were collected using a semi-structured, non-standardized online questionnaire with Likert-type statements and open-ended questions. As a result, the study determined the opinions of 61 students regarding motivation and learning efficiency for the online and face-to-face aspects of the lesson, the features of hybrid learning, and the likelihood of its continuation. The data were evaluated numerically using Google Forms and Microsoft Excel. The results show that the students rated their motivation and learning efficiency significantly higher regarding the face-to-face aspects of the lesson compared to the online aspects, which can certainly be explained by the adverse effects of the COVID-19 pandemic. Evaluating the general Likert-type statements regarding hybrid learning revealed the students attitudes toward several aspects of hybrid learning. For example, the students stated that the digital activities used for the online parts of the lesson e.g., interactive exercises are able to support foreign language learning and that the face-to-face parts of the lesson positively emphasized collaborative learning in a community. When asked about the likelihood of continuing hybrid learning, the students turned out to be half in favor and half opposed. Due to the results from the present study, pedagogical added value should be placed more at the center of all didactic considerations when designing future hybrid learning classes.

 The present study examines the use of the hybrid learning model in lessons for teaching German as a foreign language carried out at a Turkish university in the 2021-2022 preparatory year. The quantitative investigation aims to evaluate the model that was used from students perspectives to gain insight regarding discussions on future hybrid learning models. Data were collected using a semi-structured, non-standardized online questionnaire with Likert-type statements and open-ended questions. As a result, the study determined the opinions of 61 students regarding motivation and learning efficiency for the online and face-to-face aspects of the lesson, the features of hybrid learning, and the likelihood of its continuation. The data were evaluated numerically using Google Forms and Microsoft Excel. The results show that the students rated their motivation and learning efficiency significantly higher regarding the face-to-face aspects of the lesson compared to the online aspects, which can certainly be explained by the adverse effects of the COVID-19 pandemic. Evaluating the general Likert-type statements regarding hybrid learning revealed the students attitudes toward several aspects of hybrid learning. For example, the students stated that the digital activities used for the online parts of the lesson e.g., interactive exercises are able to support foreign language learning and that the face-to-face parts of the lesson positively emphasized collaborative learning in a community. When asked about the likelihood of continuing hybrid learning, the students turned out to be half in favor and half opposed. Due to the results from the present study, pedagogical added value should be placed more at the center of all didactic considerations when designing future hybrid learning classes.

Article Details

Students’ Perspectives of Hybrid Learning: Survey Results and Perspectives Regarding University Lessons for German as a Foreign Language

Authors:

Nurseza Keleş | Kader Aksoy | Anastasia Şenyıldız

Publisher:

Istanbul University

Journal:

Studien zur deutschen Sprache und Literatur Issue 48, pp.141-161

Document Type:

Article

Publication Date:

1/2023

Document Language:

Deutsch (kurzfassung)

Document ID (Org No.):

2001282558

pISSN:

2619-9890

Hybrid learning

face-to-face classes

online classes

questionnaires

German as a foreign language

Issues

Article Details

Students’ Perspectives of Hybrid Learning: Survey Results and Perspectives Regarding University Lessons for German as a Foreign Language

Authors: Nurseza Keleş | Kader Aksoy | Anastasia Şenyıldız

Publisher: Istanbul University

Journal: Studien zur deutschen Sprache und Literatur Issue 48, pp.141-161

Document Type: Article

Publication Date: 1/2023

Document Language: Deutsch (kurzfassung)

Document ID (Org No.): 2001282558

pISSN: 2619-9890

Hybrid learning

face-to-face classes

online classes

questionnaires

German as a foreign language

Issues

Authors:

Nurseza Keleş | Kader Aksoy | Anastasia Şenyıldız

Publisher:

Istanbul University

Journal:

Studien zur deutschen Sprache und Literatur Issue 48, pp.141-161

Document Type:

Article

Publication Date:

1/2023

Document Language:

Deutsch (kurzfassung)

Document ID (Org No.):

2001282558

pISSN:

2619-9890