Blended Learning: Investigating Its Potential in an English Language Teacher Training Program

Autor/inn/en	Kocoglu, Zeynep; Ozek, Yesim; Kesli, Yesim
Titel	Blended Learning: Investigating Its Potential in an English Language Teacher Training Program
Quelle	In: Australasian Journal of Educational Technology, 27 (2011) 7, S.1124-1134 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Blended Learning; Educational Research; Language Teachers; Inservice Teacher Education; English Instruction; Pedagogical Content Knowledge; Knowledge Base for Teaching; Teaching Skills; Teacher Effectiveness; Instructional Effectiveness; Intermode Differences; Teaching Methods; Quasiexperimental Design; Control Groups; Experimental Groups; Focus Groups; Interviews; Achievement Gains; Comparative Testing; Foreign Countries; Participant Satisfaction; English (Second Language); Educational Technology; Turkey + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Language teacher; Sprachunterricht; Lehrerfortbildung; English langauage lessons; Englischunterricht; Pädagogische Kompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Achievement gain; Leistungssteigerung; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Unterrichtsmedien; Türkei
Abstract	Although the benefits of blended learning have been well documented in educational research, relatively few studies have examined blended learning in language teacher education. This study discusses a blended learning approach for a teacher training program designed for in-service English language teachers, and investigates its effectiveness by comparing with a face to face MA Program in English Language teaching. The research involved 39 in-service English language teachers, with 12 studying in a blended course (i.e., they received face to face instruction in the classroom and used web-based materials) and 27 in a traditional classroom. Results indicated that there was no difference in content knowledge acquisition between teachers receiving blended instruction and teachers receiving face to face instruction. (Contains 2 tables.) (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10