+Students perception of a blended learning program ofteacher education in an adult education center (Belgium,Flanders)Elea...
+    Content       Some facts and figures       Practice Based Research       Blended program in teacher education     ...
Blended learning in a teacher         education program+                -         Facts and figures
+    Program and students    Teacher education program    (CVO De Oranjerie)        60 ECTS – 45 blend + 15 internship   ...
+    Evolution Blended program
+    Practice Based Research
+    Respondents (N=18)       Questionnaire: 4 point Likert scale       Analysis at item level                   Educa o...
+    Questions       1. How is the learning environment perceived by students?       2. What are students perceptions ab...
+    The structure on-line is clear   Sufficient technical support
+    Amount of face-to-face sessions                                      Content F-2-F sessions relevant               su...
+    Combination distance and F2F   Combination distance and F2F      education makes sense           education is feasible
+    Total workload is acceptable   Workload sufficient distributed
+    Program meets my expectations                Respondent                                       ‘Theory and correspond...
+    I was sufficiently supported during learning process
+    Sufficiently assessed during the   Sufficiently assessed at the end of                 program                       ...
+    Feel ready to enter education               Respondents                                       ‘The positive and nega...
+    Answers
+    BUT…     Limitations         / further research        Small sample        Selection bias (intake)        Learnin...
+    Blended program
+    Why Blended program?       Transforming: move further (to meet        more the needs target group)        Enabling:...
+    How People Learn (HPL) - Bransford    e.a. (2000)     Student     centered     Knowledge      centered     Communi...
+    Linda Darling-Hammond       "The most neglected part of teacher education is learning        theory. And to develop ...
+ How was this translated in     our Blended program?
+    Teacher education program                                 K     Theory       and practice       (F2F)     Internship
+     Theory and practice (Micro-teaching)         Theory: 30ECTS                                             1 MULTIPLE F...
Learningcontent    Theory             1 MULTIPLE FACES OF             LEARNING             2 SCAFFOLDING LEARNING         ...
Forum assignments                                Theory                              MOODLE                    Portfolio a...
+    Theory                              Practice       Integration of learning      Learning in safe environment       ...
+    Coaching and assessment    From intake to graduation
+    Intake       Application for intake       Intake => profile? / risk of dropout           Motivation?           Se...
Theory and practice2 teacher-trainers (TT-Duo)internship  Coach
Theory and practice (Micro-teaching)  TT-Duo-   During F2F-session + orientation on program-   In on-line learning environ...
Theory and practice (Micro-teaching)  TT-Duo-   Portfolio assignments (individual or group): individual feedback by    tea...
Theory and practice (Micro-teaching)      TT-Duo-    SWOT-analysis of student in dialogue with TT-duo-    Orientation on f...
Theory and practice (Micro-teaching)  TT-Duo-   Job application with external jury-   When?    -   Ideally after completio...
E-portfolio- Mission statement for education  -   What is your motivation for a job in education?- Job application letter ...
After final meeting- Deliberation- Competence based end report by  TTduo  - Theory  - Practice (micro-teaching)  - Interns...
+    Answers
+    Lessons learned       Learners are focus!       Create sense of community!       Provide relevant knowledge      ...
+    Some relevant literature       Bransford, J.D., Brown, A. L., & Cocking, R. R. (Eds.). 2000. How People        Learn...
+    Thank you for your attention    Yves.blieck@deoranjerie.be    Lut.Lippeveld@deoranjerie.be
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Students perception of a blended learning program of teacher education in an adult education center (Belgium, Flanders)

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Blended learning is defined as a combination of face-to-face instruction and online learning activities (Bonk & Graham, 2006; Graham, 2006; Marsh, Pountney & Prigg, 2008). According to So and Brush (2008), blended learning combines the advantages of both face-to-face learning and online technologies to deliver learning. Online learning can be complimentary to face-to-face learning by providing students with access to learning resources, facilitating communication, and collaborative working with peers and teachers (Garrison & Kanuka, 2004). In our changing society, with a growing demand for lifelong learning, learners especially lifelong learners can benefit from blended Education. More and more educational institutions provide blended learning environments to meet students’ educational and economical needs. Blended learning can increase adult learners’ access to education and facilitate the challenging combination of work and study. In addition, the use of authentic learning tasks and online collaboration in blended learning facilitates student centered and active learning (Ginns & Ellis, 2007). However, blended learning also faces a number of challenges, such as dropout, sustainability, copyright issues, and social presence (Andresen, 2009; Hara & Kling, 2002; Persell, 2004; Stracke, 2007).
The purpose of this study is to evaluate part of a competence based blended learning program for teacher education in a center for adult education in Flanders, Belgium. During one year, student teachers are trained in a blended learning environment, combining an online theoretical component - off-campus (30 ECTS), and practical training - on-campus (15 ECTS). They are expected to acquire teacher competences as outlined in the amended decree (2007) describing the professional profiles and basic competences for teachers by the Flemish government (1998). The blended learning program was designed for the purpose of coaching and assessing student teachers during this process.
During two consecutive years the student teachers enrolled in the blended program were invited to fill in a questionnaire to evaluate the blended learning programme. In total 18 students participated in the study. The questionnaire consisted of a set of propositions to be rated on a 4 point Likert-scale and two open questions. Collected data were analyzed quantitatively using descriptive statistics. Answers on the open questions were coded qualitatively. The age range of the student teachers was from 20-49. All student teachers had previously completed at least bachelor education.
The results show that the student teachers evaluated positively the structure of the on-line sessions (M=3.50, SD=0.62) and offered technical support (M=3.33, SD=0.69). The amount of face-to-face sessions was regarded as sufficient (M=3.71, SD=0.59) and its content was seen as relevant (M=3.28, SD=0.75). The combination of

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Students perception of a blended learning program of teacher education in an adult education center (Belgium, Flanders)

  1. 1. +Students perception of a blended learning program ofteacher education in an adult education center (Belgium,Flanders)Elearn Montreal 9 – 12 october 2012Yves Blieck, Agnes Toison, Karen De Baere, Lut Lippeveld
  2. 2. + Content  Some facts and figures  Practice Based Research  Blended program in teacher education  The program  Coaching and assessement in the program
  3. 3. Blended learning in a teacher education program+ - Facts and figures
  4. 4. + Program and students Teacher education program (CVO De Oranjerie)  60 ECTS – 45 blend + 15 internship  Duration 1 – 2 y  # students a year = +/- 500  Career switchers  +/- 200 graduate each year
  5. 5. + Evolution Blended program
  6. 6. + Practice Based Research
  7. 7. + Respondents (N=18)  Questionnaire: 4 point Likert scale  Analysis at item level Educa on Secundary educa on Bachelor Master
  8. 8. + Questions  1. How is the learning environment perceived by students?  2. What are students perceptions about workload?
  9. 9. + The structure on-line is clear Sufficient technical support
  10. 10. + Amount of face-to-face sessions Content F-2-F sessions relevant sufficient
  11. 11. + Combination distance and F2F Combination distance and F2F education makes sense education is feasible
  12. 12. + Total workload is acceptable Workload sufficient distributed
  13. 13. + Program meets my expectations Respondent  ‘Theory and corresponding assignments (in distant education). It was possible to go through the program at my own pace S4  The immediate and hands-on feedback and experiences I went through during the practical part of the program’ S9
  14. 14. + I was sufficiently supported during learning process
  15. 15. + Sufficiently assessed during the Sufficiently assessed at the end of program the program
  16. 16. + Feel ready to enter education Respondents  ‘The positive and negative feedback from peers and teacher trainers on-line and F2F’ S4  ‘Teaching a critical audience. The on-line learning content helps one reflect on own practice and is helps to better understand/predict pupils reactions in class’ S10
  17. 17. + Answers
  18. 18. + BUT…  Limitations / further research  Small sample  Selection bias (intake)  Learning outcomes?  Employability and success in education (attrition)?  …
  19. 19. + Blended program
  20. 20. + Why Blended program?  Transforming: move further (to meet more the needs target group)  Enabling: increase access to program + flexible program  Enhancing: increase productivity and re- invest ‘gain’ into education Shea, (2007), Garrison and Kanuka (2004), Graham and Robinson (2007)
  21. 21. + How People Learn (HPL) - Bransford e.a. (2000)  Student centered  Knowledge centered  Community centered  Assessment centered
  22. 22. + Linda Darling-Hammond  "The most neglected part of teacher education is learning theory. And to develop a real profession of teaching you have to have knowledge of how people learn. Its at the core, because it allows you, then, to be inventive in a professionally responsible way, it allows you to think about whats working and whats not working, and what you need to do to help students learn. So I think this is the core of what professional teachers need.”  http://www.learner.org/courses/learningclassroom/index.html
  23. 23. + How was this translated in our Blended program?
  24. 24. + Teacher education program K Theory and practice (F2F) Internship
  25. 25. + Theory and practice (Micro-teaching) Theory: 30ECTS 1 MULTIPLE FACES OF -+/- 18 themes with learning content LEARNING -Portfolio-assignments and Forum- 2 SCAFFOLDING LEARNING assignments Distance education 3 BECOMING A TEACHER C K A S FOCUS ON: Practice: 15ECTS 1 PRESENTING -3 – 4 teaching assignments 2CONTENT AND STRUCTURE -Final assignment 3INTERACTIVITY F2F education 4VARIATION 5FINAL ASSIGNMENTSource of picture: http://www.cs.cmu.edu/~dleeds/teaching.gif
  26. 26. Learningcontent Theory 1 MULTIPLE FACES OF LEARNING 2 SCAFFOLDING LEARNING 3 BECOMING A TEACHER
  27. 27. Forum assignments Theory MOODLE Portfolio assignments
  28. 28. + Theory Practice  Integration of learning  Learning in safe environment content (micro-teaching)  No overlap!  Focus on integration theory and practice  Student autonomy  Peer-feedback  Also visual material  Stimulation of Reflection
  29. 29. + Coaching and assessment From intake to graduation
  30. 30. + Intake  Application for intake  Intake => profile? / risk of dropout  Motivation?  Self steering?  ICT-capable?  Language skills (Dutch and passive knowledge of English)  Problem solver? => technical issues)  …  Enrollment in program
  31. 31. Theory and practice2 teacher-trainers (TT-Duo)internship Coach
  32. 32. Theory and practice (Micro-teaching) TT-Duo- During F2F-session + orientation on program- In on-line learning environment through forum-assignment and first topic
  33. 33. Theory and practice (Micro-teaching) TT-Duo- Portfolio assignments (individual or group): individual feedback by teacher trainer, students are allowed to adapt assignments to individual needs- Forum assignments (collaborative learning): teacher trainer coaches- Micro-teaching
  34. 34. Theory and practice (Micro-teaching) TT-Duo- SWOT-analysis of student in dialogue with TT-duo- Orientation on final meeting
  35. 35. Theory and practice (Micro-teaching) TT-Duo- Job application with external jury- When? - Ideally after completion of theory, practice and internship - After completing theory and practice but before internship- E-portfolio based application - Mission statement for education - Job application - Curriculum Vitae - Best work
  36. 36. E-portfolio- Mission statement for education - What is your motivation for a job in education?- Job application letter - For educational context / school / … of choice - Focus on strengths and substantiate them with artefacts - Use theoretical concepts learned in program- Curriculum Vitae - For educational context - Focus on strengths- Best work
  37. 37. After final meeting- Deliberation- Competence based end report by TTduo - Theory - Practice (micro-teaching) - Internship
  38. 38. + Answers
  39. 39. + Lessons learned  Learners are focus!  Create sense of community!  Provide relevant knowledge  Assess for learning!
  40. 40. + Some relevant literature  Bransford, J.D., Brown, A. L., & Cocking, R. R. (Eds.). 2000. How People Learn: Brain, Mind, Experience, And School (expanded ed.). Washington, D.C.: National Academy Press.  Shea, P. (2007). Towards a Conceptual Framework for Learning in Blended Environments. In A. Picciano, & C. Dziuban, (EDs.) Blended Learning: Research Perspectives (pp.19-37). United States of America: the Sloan Consortium.  Garrison, R. & Kanuka, H. (2004). Blended Learning: Uncovering it’s transformative potential in higher education. The internet and higher education. 7(2), pp.95-105.  Graham, C. & Robinson, R. (2007). Realizing the Transformational Potential of Blended Learning. In A. Picciano, & C. Dziuban, (EDs.) Blended Learning: Research Perspectives (pp.83-111). United States of America: the Sloan Consortium
  41. 41. + Thank you for your attention Yves.blieck@deoranjerie.be Lut.Lippeveld@deoranjerie.be

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