Integrating collaborative PBL with blended learning to explore preservice teachers’ development of online learning communities
TATE Volume 26, Number 8, ISSN 0742-051X Publisher: Elsevier Ltd
This study integrated collaborative problem-based learning (collaborative PBL) with blended learning to explore the emerging process and function of online learning communities among preservice teachers. Thirty-two preservice teachers participated in a 16-week instruction program. Analyses of online group discussions and portfolios found that (a) the integrated approach facilitated the preservice teachers’ formation of online learning communities; (b) the preservice teachers’ online learning communities emerged via four stages: motivation and acquaintance, socialization and belongingness, information exchange and consensus, and tacit understanding and development; and (c) six factors influenced the development of the preservice teachers’ online learning communities.
Yeh, Y.c. (2010). Integrating collaborative PBL with blended learning to explore preservice teachers’ development of online learning communities. Teaching and Teacher Education: An International Journal of Research and Studies, 26(8), 1630-1640. Elsevier Ltd.
- blended learning
- computer mediated communication
- content analysis
- Cooperative learning
- Discourse Analysis
- Discussion Groups
- electronic learning
- Instructional Effectiveness
- Portfolios (Background Materials)
- preservice teacher education
- preservice teachers
- problem based learning
Cited ByView References & Citations Map
Camilla Gyldendahl Jensen, University College of Northern Denmark and Aalborg University, Denmark; Elsebeth Korsgaard Sorensen, Aalborg University, Denmark
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1726–1735
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