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A micro-learning based model to enhance student teachers’ motivation and engagement in blended learning
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, University of Strathclyde, School of Education, Faculty of Humanities & Social Sciences, United Kingdom

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Blended learning, the combination of face to face and online learning, is increasingly adopted by educational institutions worldwide in initial teachers’ education or teachers’ continuing professional development programs. Blended learning can have many potential benefits. However, the intensity of student participation in on-line activities varies. Therefore, it still remains a challenge to stimulate students’ motivation and active engagement in blended learning. The current study uses the Self-Determination Theory (SDT) of motivation as its theoretical framework and proposes a micro-learning based blended learning model to support pre-service and in-service teachers’ education. The proposed model aims to enhance student teachers motivation and engagement in blended learning by supporting content-learner, teacher-learner and learner-learner on-line interactions through micro-learning. Educators, designers and policy makers could consider the proposed model in order to design and implement blended learning in order to further enhance and sustain learning motivation and engagement.

Citation

Nikou, S. (2019). A micro-learning based model to enhance student teachers’ motivation and engagement in blended learning. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 509-514). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 18, 2019 from .

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