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Blended e-learning in teacher education; A recursive and reflective process
PROCEEDINGS

, Central Washington University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Kona, Hawaii, United States Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Blended learning within teacher education programs integrates different types of resource supplementals, strategies and activities to enhance and build foundationally candidates’ teaching practices. Within the last ten years, blended learning has extended to include e-learning, with pre-service education programs integrating e-learning into conventional teaching methodologies. Using a Methods of Teaching course framework, the objective of this paper is to present an experiment with blended e-learning which combines conventional face-to-face interaction, video micro-teaching, peer and instructor feedback, and self-reflection to teach best practice teaching and lesson planning skills. Through analysis of student peer-responses, this paper aims to gauge whether blended e-learning is a student-centered and constructivist way of learning and how student participants feel about this type of learning. This article further aims to discover teacher candidate participants’ perceptions regarding

Citation

Shaw, D. (2015). Blended e-learning in teacher education; A recursive and reflective process. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 468-473). Kona, Hawaii, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 15, 2019 from .

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