APPLYING PROJECT-BASED LEARNING PRINCIPLES ON BLENDED LEARNING CLASSROOM: STUDENTS’ PERCEPTION

Abstract

 
 In recent years, there has been a push towards innovative methodologies of English language teaching including blended learning approach and project-based learning (PBL). However, there is a lack of both training of teachers and research on blended learning in Central Asian higher education institutions. This case study takes place in the department of Engineering with first and second-year students attending English for professional purposes at the University of Suleyman Demirel. “Schoology” was chosen as a platform for blended-learning (learning management system (LMS) and "WebEx” for online learning platforms. The aim of the study is to explore students’ perceptions of blended learning and understand its effectiveness in employing project-based learning. Aspects of PBL were implemented as a methodological tool including challenging problems, sustained inquiry, authenticity, student voice and choice, reflection, critique and revision, and public product.  The study is action research which includes a survey consisting of both Likert and open-ended questions; informal observation of students during face-to-face classes and group work activities and content analysis of students’ reflections and self-reports were used to triangulate data.