Using Blended Learning Design to Enhance Learning Experience in Teacher Education

Autor/inn/en	Zhou, Mingming; Chua, Bee Leng
Titel	Using Blended Learning Design to Enhance Learning Experience in Teacher Education
Quelle	In: International Journal on E-Learning, 15 (2016) 1, S.121-140 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-2456
Schlagwörter	Student Attitudes; Blended Learning; Prior Learning; Metacognition; Instructional Design; Teacher Student Relationship; Peer Relationship; Positive Attitudes; Educational Research; Methods Courses; Foreign Countries; Course Content; Electronic Learning; Computer Mediated Communication; Teaching Methods; Teacher Education Programs; Tutors; Constructivism (Learning); Cooperative Learning; Elementary School Teachers; Likert Scales; Course Evaluation; Surveys; Singapore + Suchen Sie Ihr Suchwort? Schülerverhalten; Vorkenntnisse; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lesson concept; Lessonplan; Unterrichtsentwurf; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Bildungsforschung; Pädagogische Forschung; Methodisch-didaktische Anleitung; Ausland; Kursprogramm; Computerkonferenz; Teaching method; Lehrmethode; Unterrichtsmethode; Förderlehrer; Lehrender; Tutor; Kooperatives Lernen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Likert-Skala; Survey; Umfrage; Befragung; Singapur
Abstract	This study examined students' views on a blended learning environment designed for 29 in-service teachers in Singapore enrolled in an educational research method course. Their self-report data highlighted that students' prior knowledge and the amount and difficulty of content covered in the course affected the effectiveness of blended learning environment. Among the five course components in this blended course, face-to-face tutorials and the group project were perceived to be more useful than the online discussion forum, individual reflection blogs, and self-paced study. Interestingly, the higher their achievement level in this course, the more positive their views were on the blended learning environment. The interactions between student-student and student-tutor were essential elements in this blended learning environment; particularly the presence of tutors (online and offline) was expected as it provided more cognitive and metacognitive scaffolds. Explanations about findings and implications for instructional design are discussed in the conclusion. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01