Investigation of the social, cognitive and teaching presence of teachers participating in programming education in the blended learning environment

This study, in which programming education for teachers was applied in a blended learning environment, aimed to examine the indicators of teachers' social, cognitive, and instructional presence. For this purpose, the researcher organized programming education for teachers, and the social, cognitive and instructional presence of the teachers were examined. In the study, one of the qualitative research models, the case study design, was preferred. The research group consists of 18 teachers working in primary, secondary and high schools in Afyonkarahisar province, Dinar district. Data were collected from the teachers, who voluntarily participated in the study through the interview form, reflective reports, course video recordings, instant messaging recordings and forum messaging records. The data obtained from the participants were analyzed by using the content analysis method, one of the qualitative data analysis methods, through RQDA software. As a result of data analysis, cognitive presence, triggering event, exploration, integration and resolution; social presence, emotional expression, open communication and group cohesion; Indicators for instructional presence, instructional design and organization, facilitating discourse and direct instruction categories were determined. The indicators revealed within the scope of the research were discussed based on the literature, and suggestions were made regarding programming education, blended learning and research community. It is thought that the social, cognitive and instructional presence indicators revealed within the scope of the study will guide the studies to be carried out on programming education and will contribute to the theoretical and applied studies to be conducted based on the research community in blended learning environments.