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Integrating collaborative PBL with blended learning to explore preservice teachers’ development of online learning communities
ARTICLE

TATE Volume 26, Number 8, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved March 6, 2021 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on April 19, 2013. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ897515

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