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Designing Blended Learning Environment for Pre-service Teachers: The Moderating Role of Formative Experiment.
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, University of Education, Winneba, Ghana ; , Catholic University College of Ghana, Fiapre, Ghana ; , Virginia Tech, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study used formative experiment to design and test a blended learning environment intervention on the teaching and learning of Communication Skills for pre-service teachers. The learning environment was designed on the Moodle platform to combine online learning support with traditional face-face lectures. Pre-intervention baseline data and post-intervention data were collected for comparison. Analysis of the findings showed wide acceptance of use of the blended learning environment. There was appreciable improvement of students’ participation and interaction in the course and this resulted in the improvement of the key areas of the Communication Skills course among the pre-service teachers. Lecturers were also able to interact with the students better than in face-to-face classroom setting. It was concluded that the design of a blended learning environment could improve teaching and learning in Ghanaian Universities in courses where large class sizes exist.

Citation

Adu Gyamfi, S., Ohemeng Gyaase, P. & Ansong-Gyimah, K. (2016). Designing Blended Learning Environment for Pre-service Teachers: The Moderating Role of Formative Experiment. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1724-1731). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved January 22, 2020 from .

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