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Learning to teach in a blended environment: A case study
PROCEEDINGS

, Michigan State University, United States ; , University of North Dakota, United States

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This paper reports on a case study that examined an instructor’s experiences and roles in a blended course during one semester in a large Midwestern university. The purpose of this study was to explore instructors' roles in blended learning environments in teacher education programs. Evidence from this study suggests that the instructor not only perceived her roles as different in each learning environment, but also new roles evolved, such as connecting and integrating online and face-to-face activities in a blended course.

Citation

Kang, J.J. & Keengwe, J. (2012). Learning to teach in a blended environment: A case study. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 2340-2344). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 10, 2020 from .

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