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To Blend or Not to Blend: Online and Blended Learning Environments in Undergraduate Teacher Education


Issues in Teacher Education Volume 18, Number 2, ISSN 1536-3031


Research comparing student experiences with online-only and blended delivery has often concentrated on graduate students and nontraditional programs. However, the effectiveness of online and blended delivery depends on audience and subject matter, suggesting that findings based on data from graduate and nontraditional programs may not hold true for undergraduate students in traditional teacher education programs. This study attempts to address this need in the literature by examining the work of undergraduate teacher candidates who participate in modules delivered in an online environment. Specifically, this study addresses students' comfort and perceived competence while working in online and blended learning environments, as well as the function of teamwork in an online space. Quantitative research methodology is utilized to examine teacher candidates' perceptions of the ways that three university professors engage their students in an online course entitled "Data for School Improvement." This curriculum focuses upon the utilization of value-added data in today's schools. The authors articulate the context, design, and procedures implemented to study the involved students and their professors. The authors propose that the blended environment provides a forum in which additional connections and bridges are built as the teacher candidates (and the instructors) work through the material together. The blended design provides an optimal opportunity for professors and teacher candidates. It offers a flexible option for teacher education by providing opportunities for discussion both in a face-to-face and an online space. This study illustrates the ways in which a blended design can meet the needs of differing teacher candidates at different times. (Contains 1 figure and 3 tables.)


Collopy, R.M.B. & Arnold, J.M. (2009). To Blend or Not to Blend: Online and Blended Learning Environments in Undergraduate Teacher Education. Issues in Teacher Education, 18(2), 85-101. Retrieved January 28, 2022 from .

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