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Professional Development Supports for the Blended, Co-Taught Classroom
article

, , University of North Carolina Wilmington, United States

Journal of Online Learning Research Volume 2, Number 2, ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This qualitative study used survey research to examine a blended co-taught model of instruction designed for students enrolled in an Occupational Course of Study via the North Carolina Virtual Public School. While blended learning has successfully served the needs of students with disabilities, face-to-face and virtual teachers identify the need for professional development to successfully implement the model. Our large scale survey of educators teaching in a blended program to meet the needs of these students demonstrates the need for multiple layers of support.

Citation

Lewis, S. & Garrett Dikkers, A. (2016). Professional Development Supports for the Blended, Co-Taught Classroom. Journal of Online Learning Research, 2(2), 103-121. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 22, 2019 from .

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