Abstract:

The aim of this study is to determine teacher candidates� views concerned blended learning course design supported by Quantum Learning design framework. It was tried to be explored the effective components of blended learning via students� experiences in this study. The current research is significant in that it attempts to lead designing more qualified blended learning environments in the future. The study is a qualitative and phenomenological study. Research data were gathered from 12 3rd year teacher candidates studying at Mathematics Teaching Department of Gaziantep Education Faculty in 2014-2015 academic year, studied a course in blended learning design supported by quantum learning design framework through a semi-structured interview prepared by the researcher. A content analysis was executed on the collected data. As a consequence of data analysis, nine categories related to the effective components of blended learning were explored. These categories are as follows: the features of present learning management system, expected roles of the instructor, face-to-face courses as the supplements of online courses, the expected features of the online course materials, activities unique to the design, the process of testing and evaluation, student roles, extra-curricular online sharing, and student-student interaction. Based on the research results, suggestions were developed such as blended learning course designs need to include activities that increase student-student and student-teacher interaction.

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