Abstract:

Mixed learning, which is a learning model where different educational environments are used simultaneously, is widely used in all levels of teaching in our country, as in many countries. In the framework of the study, the opinions of teachers who teach Turkish as a second/stranger have been studied on mixed learning. The data obtained from semi-configured interviews with participants were analyzed by content analysis method. The results of the study showed that the topics that distinguish the most between traditional learning and mixed learning are teachers’ responsibilities, methods and techniques used, learning outcomes, learning-learning roles and learning materials. Furthermore, the results of the study include significant advantages such as providing instant and continuous feedback to students, taking into account individual differences, increasing non-class interaction and communication, reducing learning anxiety, increasing interest in the lesson, strengthening and utilization of what is learned. Although there are a number of problems generated by technical inability, the mixed learning model is suitable for Turkish teaching for adult refugees; in this context, the result in the spread of the application fields of the mixed learning model in all the teaching stages and in addition to the Turkish courses to cover other courses is remarkable.

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