Pre-Service Science Teachers’ Expectations for Design of Blended Learning Experiences In...
This study is a multi-faceted analysis designed to examine how blended learning can be used more effectively for university chemistry courses, based on the expectations and priorities of students. The sample included 179 pre-service science teachers who had taken a university chemistry class. The survey instrument used to collect data is made up of three components: demographic and self reported data, E-learning Attitude Scale, and Unified Theory of Acceptance and Use of Technology (UTAUT) scale. Qualitative data were gathered through open-ended questions. The results indicated that participants had positive attitudes towards a blended chemistry course. The results also revealed the essential factors the students believed are necessary to the design of an effective blended chemistry course, and that a blended learning environment is most suitable for specific topics such as organic chemistry, acids and bases, the structure of an atom and the structure of matter
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