Constructivist, Objectivist and Cognitivist Instructional Design Strategies for Empowering Pedagogical Practices in Teacher Education: A Blended Learning Approach

2013 ◽  
Vol 7 (3) ◽  
pp. 249
Author(s):  
S. Maria Josephine Arokia Marie ◽  
E. Sreekala
Keyword(s):  
Teacher Education ◽  
Instructional Design ◽  
Blended Learning ◽  
Pedagogical Practices ◽  
Learning Approach ◽  
Design Strategies

scholarly journals Blended Learning Approach: A Case Study

2015 ◽  
Vol 22 (1) ◽  
Author(s):  
Cristine V. Redoblo
Keyword(s):  
Instructional Design ◽  
Blended Learning ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Strategic Plan ◽  
Computer Usage ◽  
Learning Approach ◽  
Significant Difference ◽  
Civil Status

The computer era has come to integrate and assimilate in the academic curriculum and instruction. The Blended Learning adaptation further added to the teaching and learning experience in the classroom. The study investigated the factors on the use of ICT in terms of Computer usage, Internet usage, Multimedia usage and Mobile usage in Blended Learning Approach among the faculty. It analyzed the SWOT (strengths, weaknesses, opportunities and threats) of blended learning for a Proposed 5-year Instructional Design Strategic Plan. The study used quantitative research design by the use of the constructed questionnaire and qualitative through the conducted focus group discussions within the four campuses of CHMSC. The study revealed that CHMSC faculty exhibited low extent of use of blended learning. The result also showed a significant difference in the extent of use of ICT in terms of age, sex, and workplace whereas civil status, subject taught, and educational qualification do not significantly differ. The identified factors that affect blended learning were used as a basis for a Proposed Instructional Design Strategic Plan and projected after five years. The development and package of learning materials will be realized to the clients of the institutions and other stakeholders. Keywords—   ICT, blended learning, SWOT, FGD, Instructional Design Strategic Plan, computer, internet, multimedia, mobile, descriptive design, Philippines

Redesigning Initial Teacher Education

2011 ◽  
pp. 62-78
Author(s):  
Mary Simpson ◽  
Bill Anderson
Keyword(s):  
Teacher Education ◽  
Blended Learning ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Learning Approach ◽  
Research And Practice ◽  
Research Activities ◽  
Information And Communication

A teacher education programme previously taught in distinct on-campus and distance forms was redesigned to take advantage of the affordances offered by a blended learning approach. The redesign process described here drew on three areas – the research and practice base of adult learning, knowledge of and experience with the design of learning communities, and the findings of research activities focused on the original distance form of the programme. The use of information and communication technologies (ICT) enabled blending of technologies, media, modes of delivery, and learning activities and was central to the redesign process. However that process was driven overall by a commitment to educational principles not the potential of technologies. Other considerations in the redesign process include the demands placed on staff, the value of programme-level redesign, and the need for ongoing monitoring of the redesign process and evaluation of the programme during implementation. The implications for blended learning in teacher education programmes are discussed.

scholarly journals The teachers’ perception towards ICT integration: Professional development through Blended learning

10.28945/3562 ◽  
2016 ◽  
Vol 15 ◽  
pp. 561-575 ◽  
Author(s):  
Arwa Ahmed Qasem ◽  
G. Viswanathappa
Keyword(s):  
Instructional Design ◽  
Blended Learning ◽  
Teacher Perceptions ◽  
Science Teachers ◽  
Teaching And Learning ◽  
New Technologies ◽  
Learning Approach ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Face To Face Instruction

Integrating Information and Communication Technology (ICT) into teaching and learning is a growing area that has attracted many educators’ attention in recent years. Teachers need to be involved in collaborative projects and development of intervention change strategies, which include teaching partnerships with ICT as a tool. Teacher perceptions are a major predictor of the use of new technologies in instructional settings. Early studies have indicated that blended learning can be as successful as either online or face-to-face instruction, particularly in teacher preparation programs. Blended learning can lead to improved training, increased access and flexibility, and better cost-effectiveness. The objective of this paper is to analyse in-service science teacher perceptions towards integrating ICT in instructional design by training them using the blended learning approach. The present study is quasi-experimental in nature wherein a pre-test/post-test design was employed. The study was conducted on a sample of 60 science teachers of secondary schools in Yemen. A questionnaire was used to determine the in-service teacher perceptions towards integrating ICT in instructional design, which included 25 items. To analyse and interpret the data, t-test and ANCOVA statistical techniques were used. The findings show that there was a significant difference in teacher perceptions towards integrating ICT, especially in the group who were trained through the blended learning approach. The recommendations are, given that teachers are ready to use ICT, that Yemeni authorities in charge of education integrate ICT into programmes for in-service teachers.

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