Teacher conceptions of blended learning, blended teaching and associations with approaches to design

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Teacher conceptions of blended learning, blended teaching and associations with approaches to design

  1. 1. Teacher conceptions of blended learning, blended teaching and associations with approaches to design
  2. 2. What is blended learning? <ul><li>The combination of face to face and online learning situations </li></ul>
  3. 3. Aim of the project <ul><li>The study is designed:- </li></ul><ul><li>to investigate teachers’ views on what students learn in courses that combine face to face and e-learning experiences </li></ul><ul><li>to examine teachers’ thinking about their teaching in blended learning situations </li></ul><ul><li>to investigate teacher approaches to the design of blended experiences are related to their conceptions of teaching. </li></ul>
  4. 4. Method (1) <ul><li>Research participants – 22 teachers from 2 universities </li></ul><ul><li>All had introduced web based learning into their course designs. </li></ul><ul><li>Informational resources – in the form of lecture notes and overviews in Word, HTML, PDF, PowerPoint , audio files, reference resources, image databases, video or audio files. </li></ul><ul><li>Interview will be taken place (45-60 minutes) </li></ul>
  5. 5. Method (2) <ul><li>Interview questions – </li></ul><ul><li>1.What do you mean by blended learning? </li></ul><ul><li>2.What do you mean by blended teaching? </li></ul><ul><li>3.How do you approach designing blended experiences of learning? </li></ul><ul><li>Follow-up questions are also asked to ask for interviewees new views. </li></ul><ul><li>Analysis – a set of categories of conceptions was abstracted from the responses </li></ul>
  6. 6. Results of the project (1) <ul><li>Perspective of teachers on students’ blended learning </li></ul><ul><li>Category A: Blended learning as critically investigating changes in the world around us </li></ul><ul><li>Category B: Blended learning as actively building understanding </li></ul><ul><li>Category C: Blended learning as replicating ways of learning using different media </li></ul><ul><li>Category D: Blended learning as using all the different media </li></ul>
  7. 7. Results of the project (2) <ul><li>Perspective of teachers on blended teaching </li></ul><ul><li>Category A: Blended teaching as helping students develop and apply new concepts </li></ul><ul><li>Category B: Blended teaching as developing student understanding through aligning media to intended learning outcomes </li></ul><ul><li>Category C: Blended teaching as providing students with information </li></ul><ul><li>Category D: Blended teaching as replacing part of the responsibility of being a teacher </li></ul>
  8. 8. Results of the project (3) <ul><li>Teachers’ responses to the design for blended learning experiences </li></ul><ul><li>Category A: Design reshapes approaches to teaching </li></ul><ul><li>Category B: Design influences approaches to teaching </li></ul><ul><li>Category C: Design overwhelms relationships to teaching </li></ul><ul><li>Category D: Design is unrelated to teaching </li></ul>
  9. 9. Results of the project (4) The distribution of variation in conceptions and approaches to the design of blended learning
  10. 10. Results of the project (5) Correlation amongst conceptions of blended learning and teaching and approaches to design
  11. 11. Discussion (1) <ul><li>show significant relationships of how blended learning and teaching can support quality student learning experiences. </li></ul><ul><li>blended learning that students find themselves in, and teachers that see technological media as a way of to help students to achieve can help students to develop new ideas and understanding. </li></ul><ul><li>technology overwhelmed many conceptions held by teachers. </li></ul>
  12. 12. Discussion (2) <ul><li>both benefits and problems are likely to occur when technology is introduced into students’ experience of learning. </li></ul>

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