Affordances and Constraints of a Blended Course in a Teacher Professional Development Program Proceeding
Nesrin Bakir, West Texas A&M, United States ; Christopher Devers, Indiana Wesleyan University, United States ; Barbara Hug, University of Illinois at Urbana-Champaign, United States
EdMedia + Innovate Learning, in Vancouver, BC, Canada ISBN 978-1-939797-24-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Using a descriptive research design approach, this study investigated the affordances and constraints of a graduate level blended course focused on science teaching and learning. Data were gathered from 24 in-service teacher interviews and surveys. Identified affordances included the structure and implementation of the course, the flexibility of the blended format, and the cohort community. Constraint themes emerged from teachers’ beliefs and initial reluctance with online learning, technology skills, and access to technology. Identifying the affordances and constraints of blended courses is valuable for any teacher education program considering a blended model for in-service teacher professional development.
Bakir, N., Devers, C. & Hug, B. (2016). Affordances and Constraints of a Blended Course in a Teacher Professional Development Program. In Proceedings of EdMedia 2016--World Conference on Educational Media and Technology (pp. 1114-1126). Vancouver, BC, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 18, 2018 from https://www.learntechlib.org/primary/p/173086/.
© 2016 Association for the Advancement of Computing in Education (AACE)
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