Prospective Teachers' Experiences of Blended Learning: Challenges and Opportunities

In this study, which used qualitative methods, 22 pre-service teachers who had no previous experience of learning in a blended learning environment represented the study group. Blended learning, a combination of face-to-face and online teaching environments, was applied to the participants' physics classes for twelve hours over three weeks. Participants' opinions about blended learning were obtained in focus group interviews conducted after the administration. The preservice teachers provided a broad perspective as they looked at the issue from the perspective of both students and future teachers. The research findings highlight the potential difficulties and opportunities for blended learning. Two blended learning models emerged in line with the pre-service teachers' suggestions. The models were designed to overcome potential challenges and reflect the advantages of blended learning in teaching environments. These models can be used for different needs of different groups of students.