Asynchronous Distance Learning and Blended Learning in terms of Learner Autonomy, Motivatıon and Academic Success

ABSTRACT

This study aims to compare asynchronous distance learning and blended learning in a context in which English is taught as a foreign language; the focal points of the comparison are learner autonomy, motivation and academic success. In this context, asynchronous distance learning refers to an English learning process provided through online videos and course materials; the learners and the instructor are separate both in terms of place and time. Blended learning, on the other hand, refers to an English learning process which combines face-to-face and asynchronous distance learning environments. 145 freshmen studying at a state university in Turkey participated in the study. An experimental and a control group were formed on a voluntary basis. The control group consisted of 114 students and they were taught English only via asynchronous distance learning. However, the experimental group – comprised of 31 students – were included in a face-to-face learning process in addition to being a part of an asynchronous distance learning. For the academic success levels of the students, two grammar tests were used. Additionally, a questionnaire was used in order to reveal participants’ motivation and autonomy scores. The quantitative findings of the current study revealed that the blended learning students had higher learner autonomy, motivation and academic success levels than the asynchronous distance learning students.