Abstract:

In this study, the effects of blended and online learning environments on students‟ academic achievement and distance education learning satisfaction was investigated by comparison. The study was carried out among 73 students who were from Group-A and Group-B of the “Planning and Evaluation in Instruction” course, a second year course in the Department of Elementary Education in Gazi University Kırsehir Faculty of Education in the academic year of 2006. Group-A was selected as the treatment group and Group-B was selected control group randomly. Treatment group studied in the blended learning environment four weeks while control group studied in online learning environment for four weeks. Quasi experimental design with pretest-posttest-retention test with control group was used in the analysis of academic achievement. Distance Learning Satisfaction Survey was used in the analysis of students‟ distance learning satisfaction. According the results, students satisfied in both of the distance learning environments in general. On the other hand, the result of the one-way ANOVA showed that the students of the blended learning environment satisfied more with student-student interaction, instructor support, content, goals, and institutional support than did the students of the online learning environment. Also, the ANCOVA results by controlling pretest scores indicated that students of the blended learning were more succesful in the posttest than were students of online learning. Finally, The ANCOVA results by controlling posttest scores indicated that students of the blended learning showed more success in the retention test than were students of online learning

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