Strategies for blended approaches in teacher education
Date
2009
Authors
Geer, R.
Editors
Stacey, E.
Gerbic, P.
Gerbic, P.
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Book chapter
Citation
Source details - Title: Effective blended learning practices: evidence-based perspectives in ICT - facilitated education, 2009 / Stacey, E., Gerbic, P. (ed./s), Ch.3, pp.39-61
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Abstract
This chapter describes an investigation of strategies for fostering higher order cognition in a blended learning environment. The exploration, which utilised a qualitative case study approach, highlights the critical nature of effective instructional design. The study extends the educator’s understanding of the complexities of online and blended learning environments through an analysis of the discourse of computer-mediated communication in a first year teacher education course. The investigation resulted in the development of a pedagogical framework which outlines the relationship between pedagogies, technologies and their related learning outcomes. Critical indicators, which are potentially important as strategies and early warning signs of “students at risk”, become evident in the analysis. This research had led to notions of imprinting and cognitive tracks which can be used to inform strategies for teaching and learning using a blended approach.
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Copyright 2009 y IGI Global