Özet:

The purpose of this study is to examine sense of belonging and perception of cognitive, social and teaching presences of prospective teachers, who have blended learning experiences. The participants were 117 prospective teachers at a state university in Ankara. In order to collect data, a personal information form, a belonging scale and a community of inquiry instrument were used. The belonging scale was adapted into Turkish by Ersanlı and Koçyiğit (2013) from a scale developed by Hagerty and Patusky (1995). The community of inquiry instrument was adapted into Turkish by Ozturk (2012) from a scale developed by Arbaugh, Cleveland-Innes, Diaz, Garrison, Ice, Richardson and Swan (2008). According to the results, the overall sense of belonging to prospective teachers was found to be at a good level. It can be said that blended learning activities by prospective teachers don’t cause social alienation and isolation. Teacher candidates’ social, instructional and cognitive presence perception is at a good level and were found to be similar to each other. Prospective teachers who have high proficiency in using online tools; cognitive presence, and occupational belonging levels are determined to be high. There is a significant and positive relationship among sub-dimensions of the community of inquiry and the sense of belonging. It has also been determined that prospective teachers' increased competence and skills in using online tools will positively contribute to their knowledge building processes, perception of social presence and occupational belonging.

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