The effect of virtual learning environments designed according to problem-based learning approach to students' success, problem-solving skills, and motivations

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dc.authoridDuruhan, Kemal/0000-0001-5675-4467
dc.authoridAKTI ASLAN, SEDA/0000-0001-9345-6194
dc.authorwosidDuruhan, Kemal/ABI-3384-2020
dc.authorwosidAKTI ASLAN, SEDA/HZK-2712-2023
dc.contributor.authorAslan, Seda Akti
dc.contributor.authorDuruhan, Kemal
dc.date.accessioned2024-08-04T20:49:26Z
dc.date.available2024-08-04T20:49:26Z
dc.date.issued2021
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThe goal of this research is to present the effects of virtual learning environments, specifically designed according to the problem-based learning approach (PBL) for 7th-grade students' science lessons. The effects of these specific environments on students' academic success, problem-solving skills and motivations were carefully analyzed and interpreted. In this context, mixed-method, combining qualitative and quantitative methods, was adopted. The pre-test-post-test control group designs were used in the quantitative dimension of the study and the focus group interview was conducted with the experimental group students to support the quantitative findings. The study group of the research involved 68 students in 7th grade in a secondary school. At the end of the research, on the basis of the quantitative data analysis it can be said that: According to the last-tests of the experimental and control groups, the virtual learning environment designed on the basis of the problem-based learning approach was more efficient on increasing the academic success and problem-solving skills of the experimental group students when compared to the control group students. However, findings of the motivation survey indicate that motivations of the experimental and control groups didn't significantly differentiate. According to the quantitative results of the research, experimental group students delivered positive opinions especially about making lessons more fun and relating to real-life, which are the parts of the virtual learning environment designed according to the problem-based learning approach. It was observed that, in terms of the activities, students had positive opinions mostly about giving the chance to discuss opinions and make interpretations. In addition to this, it was seen that the students believed that their problem-solving skills had developed thanks to the activities. Regarding the topic of conducting group studies while using virtual learning methods, students stated that they had positive opinions as these studies gave them the opportunity to exchange ideas. However, they were disturbed by the fact that there were too many irrelevant interpretations during the process.en_US
dc.identifier.doi10.1007/s10639-020-10354-6
dc.identifier.endpage2283en_US
dc.identifier.issn1360-2357
dc.identifier.issn1573-7608
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-85103346980en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage2253en_US
dc.identifier.urihttps://doi.org/10.1007/s10639-020-10354-6
dc.identifier.urihttps://hdl.handle.net/11616/99859
dc.identifier.volume26en_US
dc.identifier.wosWOS:000579615500001en_US
dc.identifier.wosqualityQ2en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofEducation and Information Technologiesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectProblem-based learningen_US
dc.subjectVirtual learningen_US
dc.subjectAcademic successen_US
dc.subjectProblem-solving skillen_US
dc.subjectMotivationen_US
dc.titleThe effect of virtual learning environments designed according to problem-based learning approach to students' success, problem-solving skills, and motivationsen_US
dc.typeArticleen_US

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