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

ID: 50353 Type: Full Paper - Book (submit final version now)
  1. Dawn Hathaway and Priscilla Norton, George Mason University, United States

Tuesday, March 7 2:15-2:45 PM Location: Capitol H View on map

Presider: Rosa Cendros Araujo, Western University, Canada

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.

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