Abstract

This study investigated the effectiveness of using online instruction as a supplement to a face-to-face introductory technology education course. Survey data were collected from 46 pre-service teachers. Findings indicated that when traditional face-to-face instruction is combined with online components learning is enhanced over a single delivery mode. However, the blended approach adopted in this course also brought unexpected challenges for both students and the instructor. The paper identified good teaching and learning practices arising from blended instruction and presented lessons learned for future design and implementation for blended instruction.

Location

Room 2901

Publication Type and Release Option

Presentation (Open Access)

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Nov 1st, 2:00 PM Nov 1st, 2:45 PM

Blending Online Components into Traditional Instruction in Pre-Service Teacher Education: The Good, the Bad, and the Ugly

Room 2901

This study investigated the effectiveness of using online instruction as a supplement to a face-to-face introductory technology education course. Survey data were collected from 46 pre-service teachers. Findings indicated that when traditional face-to-face instruction is combined with online components learning is enhanced over a single delivery mode. However, the blended approach adopted in this course also brought unexpected challenges for both students and the instructor. The paper identified good teaching and learning practices arising from blended instruction and presented lessons learned for future design and implementation for blended instruction.