Abstract:

Blended learning designs, which we have started to hear frequently in our daily lives with the pandemic process, started to take place in the literature in the 2000s. Its definition and applications have transformed over the years. With this transformation, it has become inevitable for educational institutions to adopt blended learning to their programs in an effective and meaningful way. The appropriate definition of blended learning designs, which is thought to have an important place in the learning and teaching process, is extremely important for teachers and educators to internalize blended learning correctly and to design and implement the application correctly. This study aims to examine blended learning with its etymological origin, meaning, definitions that have changed over the years, as well as its basic components, and models. In the study, in line with the definitions obtained from the relevant literature review, a relationship was established between blended learning and cooking, and the basic elements of the concept were tried to be explained by matching this analogy with the similar aspects of the concept. Thus, an analysis and a framework have been presented about the common definitions for blended learning. It has been tried to contribute to the field with definitions, models and examples created by using basic sources and current studies. The study is expected to structure more qualified learning designs by presenting the definition of blended learning and the components that make up blended learning with the given analogy and to provide a framework for making a correct sense of the concept.

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