Good Practice Principles in an Undergraduate Blended Course Design

Abstract

This study examines students' perceptions of a blended course which uses the Seven Principles for Good Practice in Undergraduate Education. A blended teacher education course was designed with teaching and learning activities to introduce the Seven Principles for Good Practice. The participants included 47 pre-service teachers in an undergraduate teacher education program in Turkey. Data were collected using both qualitative and quantitative methods, including a questionnaire, student interviews, and discussion forum transcripts. The results indicate that the students' perceptions of the blended course were mostly positive, the students felt that the blended environment was very useful. The participants perceived six of the seven principles to be helpful, including student-faculty contact, cooperation, time on task, diversity of ways to learn, feedback, and active learning. However, the students also thought that the seventh '' expectations '' principle needed to be improved.