Search results for: Blended learning
Page 2/3 27 items
Authentic Project-Based Design of Professional Development for Teachers Studying Online and Blended Teaching
This article describes an authentic project-based learning. The article overviews the approach and impact of an online professional development course for those in education and training, including school teachers and their schools in New Zealand and abroad. The data show that practice with online and blended learning during this course appears to have contributed to participants’ rate of adoption of similar approaches in their own professional contexts. The authors argue that the design of this postgraduate course can be seen to enhance relative advantages of online and blended learning in each student’s professional work, while also reducing the complexity of these innovations.
Updated: Dec. 31, 2014
This meta-analysis was conducted to examine the effectiveness of both purely online and blended versions of online learning as compared with traditional face-to-face learning. The meta-analysis found that blended approaches have been more effective than instruction offered entirely in face-to-face mode.
Updated: Dec. 10, 2014
Systematic Design of Blended PBL: Exploring the Design Experiences and Support Needs of PBL Novices in an Online Environment
This study aims to inform teacher educators, professional development specialists, and researchers how they can better support teachers in designing blended PBL, especially in online environments. The study focused on an individual project, which required the participants to design a blended PBL lesson for their selected target audience. The results of this study suggest that professional development programs provide PBL novices with (a) an opportunity to design the whole PBL process using a systematic approach, (b) synchronous, interactive questioning sessions and customized scaffolding, (c) concise and easy-to-understand guidelines and checklists, and (d) opportunities to have a successful experience with PBL design.
Updated: Sep. 10, 2014
Preservice Teachers’ Perceptions of Learning Science Methods through Hybridizing Asynchronous and Traditional Experiences
This study addresses the research question about preservice teachers’ perceptions toward online learning after completing an elementary science methods course. Specifically, their perceptions about utilizing an online science methods curriculum versus a traditional methods curriculum. Survey and focus group data indicate that the preservice teachers valued and wanted more online experiences, but not as a total replacement of traditional methods experiences. Furthermore, using the video cases made improved comprehension possible because all preservice teachers could watch the same learning experience. The author concludes that online video cases will likely continue to provide instructors with the ability tangentially to capture elementary classroom learning environments and elementary student learning while working with preservice teachers.
Updated: Sep. 02, 2014
The article explores the theoretical underpinnings surrounding quality teaching in online settings as well as practical considerations for what teachers should know and be able to do in online environments. The authors examine state level policy from across the nation aimed toward establishing mechanisms to ensure online teacher quality.
Updated: Aug. 25, 2014
In this article, the authors discuss what K-12 teachers should know about blended learning environments. This review suggests that effective teacher preparation for blended instruction must integrate three broad components—contextual, instructional, and technological—each of which is closely aligned with common instructional design processes familiar to most teachers.
Updated: Aug. 25, 2014
In this longitudinal study, the authors investigate changes in teachers’ mathematics knowledge during a mathematics content course focused on real-world applications and during a content/pedagogy hybrid course designed specifically for elementary teachers. The authors used two popular assessments in the United States: (1) Learning Mathematics for Teaching (LMT) and (2) Diagnostic Teacher Assessments in Mathematics and Science (DTAMS). The findings reveal that teachers made large gains on both measures. However, the LMT better captured gains made during the hybrid course, whereas DTAMS better detected gains during the mathematics course. Furthermore, the patterns of change differed during the two courses, with the LMT scores increasing during the hybrid course only and the DTAMS scores increasing over the two courses.
Updated: Jul. 02, 2014
This article describes a study was conducted to examine the self-efficacy of first-year teachers trained in an alternative certification program. Teachers were provided access to professional development through blended learning, yet had varying levels of attendance in the online component (e-coaching). Teachers who attended six or more e-coaching sessions began the school year with lower levels of self-efficacy than those who attended five or fewer e-coaching sessions.
Updated: Jun. 24, 2014
Peer Mentoring Styles and Their Contribution to Academic Success Among Mentees: A Person-Oriented Study in Higher Education
This study had two objectives. The first objective was to examine peer mentoring styles and their correspondence to the mentoring styles associated with traditional mentoring. The second objective was to determine whether mentoring styles were related to the academic performance of mentees. The findings indicated three mentoring styles: Motivating master mentoring, informatory standard mentoring and negative minimalist mentoring. The results indicated that motivating master mentoring had a positive influence on poor academic performers.
Updated: Jun. 25, 2013
The Impact of and Key Elements for a Successful Virtual Early Field Experience: Lessons Learned From a Case Study
In this case study, a pilot field experience centered on the topic of Virtual School (VS) was created and offered virtually. The central purpose of this case study was to understand what impact this virtual early field experience had on the teacher candidates’ understanding of VS. Overall, the results showed that this pilot study had positive impact on the teacher candidates.
Updated: Jun. 27, 2012