Affordances and Constraints of a Blended Course in a Teacher Professional Development Program
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Authors
JEMH Volume 25, Number 4, October 2016 ISSN 1055-8896
Abstract
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.
Citation
Bakir, N., Devers, C. & Hug, B. (2016). Affordances and Constraints of a Blended Course in a Teacher Professional Development Program. Journal of Educational Multimedia and Hypermedia, 25(4), 323-341. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 11, 2024 from https://www.learntechlib.org/p/173260.
© 2016 AACE