Enablers and barriers to developing competencies in a blended learning programme for specialist teachers in New Zealand?

Pilgrim, Marcia; Hornby, Garry; Macfarlane, Sonja

doi:10.1080/00131911.2017.1345860

Cited by 14 publications

(12 citation statements)

References 21 publications

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“…Given this situation, the students are only allowed to experience digital learning in rotation (Crawford, 2017). This is not the type of complete digital collaboration and blended learning activity being considered for the students in New Zealand, as they are already accustomed to creative learning models where they are encouraged in their creative thinking through different activities (Pilgrim et al, 2018).…”

Section: Previously Established Science Learning Activities Modelmentioning

confidence: 99%

Towards an intelligent blended system of learning activities model for New Zealand institutions: an investigative approach

Adel

Dayan

2021

Humanit Soc Sci Commun

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COVID-19 has accelerated the uptake of blended learning approaches all over the world. The need to restrict human interaction to reduce the possibility of infection has led to a full lockdown of all educational institutions. Blended learning is a new teaching style combining traditional and modern learning models, where the digital methods of teaching students do not completely replace the ways in which the traditional teachers used to interact with and teach the students. However, there are several challenges associated with the understanding of blended learning models and their implementation in an educational institution. With the development of these blended learning models, there have also been several challenges associated with the different ways of accepting the learning models and using them in combination. This is why this paper proposes a design for a system of blended learning activities that would provide students with a total learning model, which has not replaced the traditional learning models but has successfully utilized digital technologies and blended them with traditional learning. Therefore, they can be used along with the old way of teaching a student, evaluating how the student is performing and also how the staff are performing as teachers. This paper focuses on the development of this model for students in New Zealand.

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Section: Previously Established Science Learning Activities Modelmentioning

confidence: 99%

Towards an intelligent blended system of learning activities model for New Zealand institutions: an investigative approach

Adel

Dayan

2021

Humanit Soc Sci Commun

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“…The foregoing observations are in line with the work ofBowyer and Chambers (2017) who attest that a good number of teachers lack adequate competence to effectively execute online instruction.The results further divulge that high school teachers' capacity to design appropriate online student learning assessment and evaluation is perceived as low (M = 2.41). This finding is supported by the work ofPilgrim and Hornby (2017) who confirm that a good number of teachers lack adequate prerequisite knowledge, skills, and experience for blended teaching.…”

mentioning

confidence: 57%

“…A combination of contemporary instructional modes and traditional instructional modes are needed for effective instruction to happen both in the classroom and online (Utami, 2018). It is undeniable that learning is multifaceted activity, hence, the need to apply Vygotsky's social constructivist theory which encourages peer teaching and learning (Pilgrim & Hornby, 2017) which can be achieved when teachers are active participants in professional learning communities thereby teach and learn from each other.…”

Section: Professional Learning Communities and Blended Teaching Compe...mentioning

confidence: 99%

Perception of teachers towards blended teaching competence enhancement in Vietnam

Linh,

Kasule,

Ninh

2024

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Educational institutions regardless of context have been compelled to embed blended teaching as one of the orthodox instructional modes. The precursor for successful implementation of blended teaching is insight into current teacher competence with blended teaching and enhancement measures needed. This paper examines the perception of teachers on the current status of blended teaching competence and the relationship between participation in professional learning communities and blended teaching competence enhancement among high school teachers in Vietnam. The data comprised high school teachers’ impressions of blended teaching in high schools, collected through survey questionnaires. Data analysis was done using descriptive statistics and Pearson Correlation. Findings reveal that teachers perceive the current status of blended teaching competence for high school teachers in Vietnam as moderate. Findings also unveil a very low positive but statistically significant relationship between participation in professional learning communities and blended teaching competence enhancement. This meaningful relationship serves as the foundation for broadening this study’s scope to include the investigation of establishing a professional learning community that meets the needs of teachers in blended teaching competence enhancement. This research initiates to help instructors raise awareness about the significance of blended teaching in the context of today's digital change in education. The suggestions are supplied to stakeholders as a valuable option for implementing and assisting teachers in developing blended teaching competence.

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“…Educators may be conservative and hesitant to use the flipped classroom approach since it involves adjusting pedagogic practices [35]. They may also lack skills and technological competencies to deliver instruction [36,37], or the ICT infrastructure may be poor [38,39].…”

Section: Related Literaturementioning

confidence: 99%

Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic

Aidoo

Macdonald²,

Vesterinen³

et al. 2022

Education Sciences

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During the COVID-19 pandemic, educators changed their pedagogic practices, developed new teaching sequences, and blended learning approaches such as the flipped classroom. Claims have been made that the flipped classroom influences student motivation, enhances active engagement and class participation, and improves academic performance. Three teacher educators were invited to develop flipped instructional materials for chemistry teacher education. The materials included course plans, online videos, tasks, teaching, and online and face-to-face instruction learning sequences. Opportunities and barriers to using the flipped classroom approach for Ghanaian chemistry teachers were found. Teacher educators were interviewed before and after running the course using the developed instructional materials. The interviews were then analyzed to identify the teachers’ rationale, the opportunities, and the challenges of using the flipped classroom. Teacher educators found that integrating technology into their classrooms can enhance their ICT skills and that of their students. Educators believed flipped instructions could promote student-centered learning where students take responsibility for their learning, where and when it is most convenient. The teacher educators perceived that the approach helped students take an active role in their learning and enhance their participation. They also felt that it improved academic performance. Teacher educators also noted that their workload was reduced, and they had more time to interact with students. Some barriers and challenges were recognized as well. In the interviews, the teacher educators described how inadequate ICT infrastructures, such as poor internet connectivity and lack of ICT equipment, limited the use of the flipped classroom. The study provides suggestions for future research that can contribute to understanding the practical application of the flipped classroom approach.

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Enablers and barriers to developing competencies in a blended learning programme for specialist teachers in New Zealand?

Cited by 14 publications

References 21 publications

Towards an intelligent blended system of learning activities model for New Zealand institutions: an investigative approach

Towards an intelligent blended system of learning activities model for New Zealand institutions: an investigative approach

Perception of teachers towards blended teaching competence enhancement in Vietnam

Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic

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