Search results for: Blended learning
Page 3/3 27 items
A Study of Greek Teachers’ Satisfaction with the Implementation of the European Pedagogical ICT License Pilot Course
This study presented a survey which examines Greek teachers’ satisfaction with the implementation of the European Pedagogical Information and Communication Technology License (EPICT) pilot course. The results demonstrated that course content, facilitators’ support, and collaboration among facilitators and teachers and among teachers themselves had a positive impact on teachers’ satisfaction.
Updated: Jul. 26, 2011
This article describes a blended in-service arrangement which was designed to support Russian science teachers from rural schools in the integration of technology. The purpose of the study was to determine the impact of the blended approach on science teacher learning, classroom impact and student affective outcomes. The results indicate that the blended in-service arrangement as developed in this study was a promising approach in supporting Russian rural school teachers with the integration of technology.
Updated: May. 30, 2011
Integrating Collaborative PBL with Blended Learning to Explore Preservice Teachers’ Development of Online Learning Communities
This article presents a study which integrated collaborative problem-based learning (collaborative PBL) with blended learning. The purpose of the study was to explore the emerging process and function of online learning communities among preservice teachers. The findings show that (a) the integrated approach facilitated the preservice teachers’ formation of online learning communities; and (b) the preservice teachers’ online learning communities emerged via four stages.
Updated: Apr. 26, 2011
Making Blended Instruction Better: Integrating the Principles of Universal Design for Instruction into Course Design and Delivery
Online instruction in general and blended instruction in particular have gained a sizable and permanent foothold in postsecondary educational environments. In addition, student diversity has become the norm. The purpose of the present article is to demonstrate the convergence of blended instructional techniques with the Universal design for instruction, which provides faculty with a unique opportunity to address the needs of a diverse student population.
Updated: Nov. 18, 2009
In this article, the authors were interested to examine the assertion that testing students on higher order thinking skills may reinforce these skills among them. Therefore, they developed a graduate course for inservice science teachers which combines face-to-face classroom discussions with online activities, interrelating teaching, learning, and assessment. The study examined the learning processes and outcomes of 51 graduate students.
Updated: Nov. 03, 2009
Vignettes have long been used as a tool to model, teach, and research behavior and understanding. They also have been used to stimulate discussion and problem solving in learning situations. The paper summarizes an analysis of the effects of vignette instruction on vignette quiz performance in three sections of a blended graduate educational psychology course. Study results suggest that vignette instruction provides efficient near-transfer opportunities and richer scaffolding experiences on student mastery of subject matter.
Updated: Mar. 12, 2009
This one-year case study investigated hybrid learning in two elementary teacher education courses. The courses incorporated the Blackboard Learning Management System (LMS) into the online portion of the coursework. Results showed that a majority of students held positive views, but some had negative experiences and faced challenges.
Updated: Mar. 11, 2009