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Effectiveness of a blended e-learning cooperative approach in an Egyptian teacher education programme
ARTICLE

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Computers & Education Volume 51, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

This paper describes the results and implications of a study into the effectiveness of a blended e-learning cooperative approach (BeLCA) on Pre-Service Teacher’s (PST) achievement, attitudes towards e-learning and cooperativeness. Quantitative and qualitative methodologies were used with participants of the study. Twenty-six science PSTs, enrolled in an Egyptian university, represented the study’s experiential and control groups. Pre and post-tools were administered to participants in the two groups in a quasiexperimental design. Instruments to measure dependent variables of the study were developed by the authors in light of relevant previous studies.The findings suggest that PSTs in the experimental group have higher achievement levels in their post-overall-course-test, ‘comprehensive-score’, and attitudes towards e-learning environments compared to those of the control group. The specific design of the course may be responsible for these changes. Future implications and suggestions for teacher educational programmes are presented.

Citation

EL-Deghaidy, H. & Nouby, A. (2008). Effectiveness of a blended e-learning cooperative approach in an Egyptian teacher education programme. Computers & Education, 51(3), 988-1006. Elsevier Ltd. Retrieved February 28, 2020 from .

This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2007.10.001

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