Affordances and Constraints of a Blended Course in a Teacher Professional Development Program
Nesrin Bakir, West Texas A&M, United States ; Christopher Devers, Indiana Wesleyan University, United States ; Barbara Hug, University of Illinois at Urbana-Champaign, United States
Journal of Educational Multimedia and Hypermedia Volume 25, Number 4, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Using a descriptive research design approach, this study investigated the affordances and constraints of a graduate level blended course focused on science teaching and learning. Data were gathered from 24 in-service teacher interviews and surveys. Identified affordances included the structure and implementation of the course, the flexibility of the blended format, and the cohort community. Constraint themes emerged from teachers’ beliefs and initial reluctance with online learning, technology skills, and access to technology. Identifying the affordances and constraints of blended courses is valuable for any teacher education program considering a blended model for in-service teacher professional development.
Bakir, N., Devers, C. & Hug, B. (2016). Affordances and Constraints of a Blended Course in a Teacher Professional Development Program. Journal of Educational Multimedia and Hypermedia, 25(4), 323-341. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 16, 2018 from https://www.learntechlib.org/primary/p/173260/.
© 2016 Association for the Advancement of Computing in Education (AACE)
- Dede, C., (ed.) (2006). Online professional development for teachers: Emerging models and methods. Cambridge, Ma, harvard education press. Denzin, N.K. (1970). The research act: A theoretical introduction to sociological methods. New Jersey: transaction publishers.
- Martyn, M. (2003). The hybrid online model: good practice. Educause Quarterly, 26(1), 18–23. Means, B., toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: a meta-analysis and review of online learning studies. Structure. Washington, DC: U.S. Department of education.
- Mehrotra, C.M., & Mcgahey, L. (2012). Online teaching. In B. Schwartz& R.A.R. Gurung (eds.), Evidence-based teaching for higher education (pp. 59-76). Washington, DC: american psychological association.
- Mortera-gutiérrez, F. (2006). Faculty best practices using blended learning in elearning and face-to-face instruction. International Journal on E-Learning, 5(3), 313–337.
- Mouzakis, C. (2008). Teachers’ perception of the effectiveness of a blended learning approach for iCt teacher training. Journal of Technology and Teacher Education, 16 (4), 459-481.
- Wallace, L., & Young, J. (2010). Implementing blended learning: policy implications for universities. Online Journal of Distance Learning Administration, 13(4). Retreated from http://www.westga.edu/~distance/ojdla/winter134/wallace_young134.html
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.