Enhancing Students' Learning and Self- Efficacy through Blended Learning in a Teachers' Program

Autor/in	Abdelraheem, Ahmed Yousif
Titel	Enhancing Students' Learning and Self- Efficacy through Blended Learning in a Teachers' Program
Quelle	In: Journal of Educational Technology, 10 (2014) 4, S.29-39 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-0559
Schlagwörter	Blended Learning; Self Efficacy; Teacher Education Curriculum; Learning Strategies; Conventional Instruction; Intermode Differences; Self Concept Measures; Achievement Tests; Teaching Methods; Instructional Effectiveness; Enrichment Activities; Educational Technology; Technological Literacy; Undergraduate Students; Comparative Analysis; Foreign Countries; Likert Scales; Statistical Analysis; Nonparametric Statistics; Oman + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Bereicherungsprogramm; Unterrichtsmedien; Technisches Wissen; Ausland; Likert-Skala; Statistische Analyse
Abstract	Blended Learning (BL) strategies play an important role in collaboration, communication skills, motivation, attitudes, interaction with the subject and practical skills. However, their relationship with students' learning and self efficacy were not studied enough and this was the focus of this study. Therefore, the aim of the study was to investigate the effectiveness of blended learning strategy on enhancing students' learning and raising their self efficacy. A sample of 28 students participated in the study. They were divided randomly into two groups. One group studied through blended learning (BL) strategy and the other through regular conventional methods. Both groups were asked to respond to a self efficacy scale and take achievement test. The results indicated that students in the blended learning strategy group outscored in grades significantly their counter partners in conventional method. However there were no significant differences among the two groups in the self-efficacy measures. Within the scope of this study, the results implied that BL in teacher education might be applied in order to provide better learning environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01