The Role of Blended Learning for Community Cohesion: Lessons from Northern Ireland

Autor/inn/en	Austin, Roger; Turner, Rhiannon N.
Titel	The Role of Blended Learning for Community Cohesion: Lessons from Northern Ireland
Quelle	In: Technology, Pedagogy and Education, 29 (2020) 3, S.361-376 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Turner, Rhiannon N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2020.1756906
Schlagwörter	Foreign Countries; Blended Learning; Social Integration; Educational Policy; Educational Cooperation; Educational Environment; Technology Uses in Education; Cooperative Learning; Educational Change; Elementary School Teachers; Secondary School Teachers; Parochial Schools; Teacher Attitudes; Student Experience; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Ausland; Soziale Integration; Politics of education; Bildungspolitik; Education; cooperation; Kooperation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kooperatives Lernen; Bildungsreform; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Konfessionsschule; Lehrerverhalten; Studienerfahrung
Abstract	This article presents research from teachers in Northern Ireland who completed a course on 'blended learning' to link schools involved in Shared Education. This is the Northern Ireland policy to bring pupils from different schools together to work collaboratively. Important findings showed that prior to 2017, when teachers received training in blended learning, nearly all contact between their schools was face to face. After the training, teachers stated that the use of a virtual learning environment (VLE) was used as much as face-to-face contact. The VLE had the greatest impact on pupils' knowledge and attitudes towards each other. Teachers reported that this approach made a positive impact on friendship development, the capacity of children to work together, respect for difference and normalising relations between their pupils. Two thirds of the teachers agreed that equal importance be given to online learning and face-to-face contact in future planning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01