Preservice teachers perceptions about the use of blended learning in a science education methods course

Özkan, Yılmaz; Malone, Kathy

doi:10.1186/s40561-020-00126-7

Cited by 29 publications

(23 citation statements)

References 41 publications

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“…The blended learning environment should be planned in a pedagogically sound manner for face-to-face and online teaching, representing the best attributes of both learning environments. 52 The teaching and learning activities should fit in well with the students characteristics, technology quality, online tools and face to face environment. 53 The guideline for developing the effective resources called for overcoming the barriers in terms of cost and training of faculty and students in technology enhanced blended learning environment.…”

Section: Discussionmentioning

confidence: 99%

Paradigm shift in medical education due to the COVID-19 pandemic: guidelines for developing a blended learning curriculum in medical education

Rafi¹,

Anwar

Younas³

et al. 2022

F1000Res

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Background: The coronavirus disease 2019 (COVID-19) pandemic has transformed the world’s economy, health and education in a blink of an eye. Almost 1 billion learners have been affected across the globe. This has resulted in a paradigm shift to blended learning. Therefore, it was felt necessary to provide practical guidelines for the development of blended curriculum in medical education. It would help to overcome the challenges faced due to unprecedented transformation of medical education on account of pandemic. Methods: Guidelines based on personal experience of the authors and literature search were developed using the complex adapted blended learning system (CALBS) framework. Seven experts developed these guidelines using the nominal group technique. The consent form and literature for CABLS framework was shared with experts. The experts developed the guidelines independently during phase one of the technique. After a given time, phase 2 started with moderator mediated discussion about the individual guidelines developed by the experts. After discussion and mutual consensus four types of guideline ideas were developed. During the third phase the experts ranked the guideline ideas on a scale of 1 to 5. The guideline idea that ranked highest was selected as a final guideline for developing a blended learning curriculum. Results: The group consensus resulted in developing seven guidelines for a blended course or curriculum in medical education. These guidelines are based on a conceptual framework supplemented by expert’s own personal experience and current evidence from literature. Conclusions: These guidelines would provide a comprehensive and systematic approach to develop a blended learning curriculum in medical education.

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Section: Discussionmentioning

confidence: 99%

Paradigm shift in medical education due to the COVID-19 pandemic: guidelines for developing a blended learning curriculum in medical education

Rafi¹,

Anwar

Younas³

et al. 2022

F1000Res

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“…Specialized teacher education programs offered through blended learning is increasing. The studies on which this review is based included specialized programs for physical education (Calderón et al, 2020); secondary education (Arnesen et al, 2019); elementary teacher education (Rachmadtullah et al, 2020); vocational education (Dharma & Rohendi, 2019); sustainability skills for teaching sustainability (Chin et al, 2019); English (Arifani et al, 2019;Farani, 2019;Islam et al, 2018;Koç, 2016;Yağcı et al, 2016); visual literacy (Huilcapi-Collantes et al, 2020); mathematics (Ihechukwu et al, 2017, Islam et al, 2018Nami et al, 2020;Ubah et al, 2020;Weinhandl et al, 2020;Yurniwati & Yarmi, 2020); physics (Krasnova & Shurygin, 2019); science education (Lee et al, 2016;Yılmaz & Malone, 2020); inclusive education (Vaishnav & Singh 2019); music education (Hietanen & Ruismäki, 2017;Tuisku & Ruokonen, 2017); literature (Eutsler, 2018), computer assisted language learning (Nami et al, 2020); accounting education (Suyatmini et al, 2020) and multiple specializations (Karimi & Ahmad, 2020).…”

Section: Theme 2: Specialized Blended Learning Teacher Educationmentioning

confidence: 99%

Blended Learning as an Emerging Approach to Teacher Education in Higher Education in Sri Lanka: Lessons from a State-of-the-Art Review

Vithanapathirana

2021

Univ. Colombo Rev.

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Although blended learning in higher educat ion is well researched, the emphasis on blended learning in teacher education is relatively limited. Blended teacher education is an emerging approach within the State higher education sector in Sri Lanka. This article presents a review of empirical studies from recent global literature on blended learning in teacher education in the higher education sector. The review addresses three research questions: a) the nature of the research publications, b) themes and sub-themes addressed in the studies and c) future directions for the design of blended learning and research. With a systematic protocol of selection and a set of inclusion and exclusion criteria, 54 empirical research articles were selected as the sample for this state-of-the-art review. Twenty-four countries were represented in the sample. The majority of the articles were on pre-service teacher education and the research design commonly used was quantitative. A thematic analysis of the research articles identified six broad themes. The discussion on each theme and its sub-themes provides lessons from global research on blended learning and the transfer of knowledge. Future research, if focused more on interventionist designs, would help develop successful student-centered practices in blended learning for teacher education within higher education.

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“…In Scarlett (2017), most participants thought the blended learning model they employed increased their comfort level with educational technology, improved their ability to work with it and gave them more flexibility in their schedule. In Yilmaz & Malone (2020), student-teachers' perceptions were positive towards the use of blended learning, yet they had some concerns about technological hindrances. As stated in the review of Atmacasoy & Aksu (2018) on 31 studies on blended learning in pre-service teacher education, a majority of studies verified the effect the model had on achieving course outcomes.…”

Section: Introductionmentioning

confidence: 99%

Implementation of Blended Learning in English as a Lingua Franca (Elf)-Aware Pre-Service Teacher Education

Kemaloglu-Er¹,

Bayyurt²

2022

Turkish Online Journal of Distance Education

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Blended learning which synthesizes face-to-face instruction with distance education opportunities in educationally meaningful ways aims to take advantage of the affordances of both genuine and virtual types of teaching and ubiquitously equip learners without the limitation of time and space. Blended learning has been integrated into several pre-service teacher education courses to soundly cultivate teacher candidates with the efficient use of online and class time. Yet, to date, there has been no research on the use of blended learning in English as a lingua franca (ELF)-aware pre-service teacher education. This study aims to introduce an intensive blended learning model devised to raise ELF-awareness of pre-service teachers via critical reflection and investigate its effectiveness through their views. The data were collected by a questionnaire with closedand open-ended items and semi-structured interviews and analyzed via quantitative and qualitative analysis. The findings showed the blended learning model was rated to be effective in raising ELF-awareness of the participants. The advantages of the model were also reported along with challenges and the ways to address them. Overall, the results indicate a high level of satisfaction about the model and it is suggested blended learning be used in pre-service teacher education contexts.

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Preservice teachers perceptions about the use of blended learning in a science education methods course

Cited by 29 publications

References 41 publications

Paradigm shift in medical education due to the COVID-19 pandemic: guidelines for developing a blended learning curriculum in medical education

Paradigm shift in medical education due to the COVID-19 pandemic: guidelines for developing a blended learning curriculum in medical education

Blended Learning as an Emerging Approach to Teacher Education in Higher Education in Sri Lanka: Lessons from a State-of-the-Art Review

Implementation of Blended Learning in English as a Lingua Franca (Elf)-Aware Pre-Service Teacher Education

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