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Affordances and Constraints of a Blended Course in a Teacher Professional Development Program
article

, West Texas A&M, United States ; , Indiana Wesleyan University, United States ; , 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

Abstract

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.

Citation

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 April 24, 2019 from .

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Cited By

  1. From “it wasn’t that helpful” to “it was really good”: Proportion of Online to Face-to-Face Components and Student Experiences with Blended Learning

    Luis Francisco Vargas-Madriz & Norma Nocente, University of Alberta, Canada

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 989–994

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.