Taking Blended Learning to Graduate Teacher Education:Examining a Blending Strategy

ID: 50353 Type: Full Paper - Book (submit final version now)
  1. Dawn Hathaway and Priscilla Norton, George Mason University, United States

Tuesday, March 7 2:15-2:45 PM Location: Capitol H View on map

Presider: Rosa Cendros Araujo, Western University, Canada

Abstract: Most definitions describe blended learning as a combination of face-to-face and online elements and do not incorporate the interactions of content, activities, assignments, and meetings. When activities and modalities are central considerations, blended learning can be a rational approach to the design of instruction. For this study, a matrix was created combining activity categories and instructional modalities to structure a blending strategy. Using the matrix and affordance-based analysis, five blended learning courses were created and taught during the 2015-2016 academic year. Researchers asked: Were instructors’ decisions about the alignment of activity and instructional modality consistent with teacher-learners’ instructional modality choices? Overall, data suggest that the blending strategy used provided a learning experience consistent with teacher-learner choices. The authors discuss four lessons about the design of blended learning that can be derived from the study.


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