Building Teacher Capacity for Blended Learning Environments
Thursday, March 29 4:15-4:35 PM Location: Whitney
Abstract: The relationship between instructor support, student interaction, collaboration, active learning, and the relevance of the curriculum holistically affect learning effectiveness in a blended learning environment. Perceived confidence and self-efficacy influence teacher readiness in a blended learning environment. Teachers who lack confidence when applying integrated technological skills and knowledge exhibit ineffectiveness in such context. By contrast, teachers who exhibit confidence in technological skills, knowledge, and abilities are more likely to be successful when engaging blended learning methodologies. The data derived from this study might serve as a guide to schools in similar settings in which the phenomenon of teacher readiness and student engagement in a blended learning environment is being explored from the perspective of high school teachers.