Tuesday, March 7
2:15-2:45 PM
CEST
Capitol H

Taking Blended Learning to Graduate Teacher Education:Examining a Blending Strategy

Full Paper - Book (submit final version now) ID: 50353
  1. aaa
    Dawn Hathaway
    George Mason University
  2. aaa
    Priscilla Norton
    George Mason University

Abstract: Most definitions describe blended learning as a combination of face-to-face and online elements and do not incorporate the interactions of content, activities, assignments, and meetings. When activities and modalities are central considerations, blended learning can be a rational approach to the design of instruction. For this study, a matrix was created combining activity categories and instructional modalities to structure a blending strategy. Using the matrix and affordance-based analysis, five blended learning courses were created and taught during the 2015-2016 academic year. Researchers asked: Were instructors’ decisions about the alignment of activity and instructional modality consistent with teacher-learners’ instructional modality choices? Overall, data suggest that the blending strategy used provided a learning experience consistent with teacher-learner choices. The authors discuss four lessons about the design of blended learning that can be derived from the study.

Presider: Rosa Cendros Araujo, Western University

Topic

Conference attendees are able to comment on papers, view the full text and slides, and attend live presentations. If you are an attendee, please login to get full access.
x