Comparative Study on the Performance of Bachelor of Secondary Education (BSE) Students in Educational Technology Using Blended Learning Strategy and Traditional Face-to-Face Instruction

Autor/in	Lorenzo, Arnold R.
Titel	Comparative Study on the Performance of Bachelor of Secondary Education (BSE) Students in Educational Technology Using Blended Learning Strategy and Traditional Face-to-Face Instruction
Quelle	In: Turkish Online Journal of Educational Technology - TOJET, 16 (2017) 3, S.36-46 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-7242
Schlagwörter	Comparative Analysis; Secondary School Teachers; Distance Education; Blended Learning; Grades (Scholastic); Access to Computers; Learning Processes; Educational Technology; Bachelors Degrees; Tests; Teaching Methods; Teacher Attitudes; Teacher Education; College Students; Classroom Communication; Technological Literacy; Statistical Analysis; Conventional Instruction + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Notenspiegel; Learning process; Lernprozess; Unterrichtsmedien; 'Bachelor''s degrees'; Bachelor-Studiengang; Examination; Prüfung; Examen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Collegestudent; Klassengespräch; Technisches Wissen; Statistische Analyse
Abstract	Technology offers various tools of improving the teaching -- learning process. It revolutionizes teaching from traditional face-to-face to distance and online learning. This study described and compared the performance of BSE II students in educational technology using the traditional face-to-face classroom interaction and the blended learning strategy. Two sections were used in the study, one section was exposed to traditional face-toface and the other one was for blended learning strategy. Findings revealed that students who were exposed in the two strategies have comparable performance in educational technology. Students from both sections perform superior and excellently in their activities and very good in their quizzes and final grades. However, students from blended learning encountered challenges on lack of access to computers and internet connection. Also, the teacher spent a lot of time in the posting of activities online as well as in the retrieval of submitted activities because of very slow connectivity. In general, the use of blended learning strategy was viewed as very effective in teaching educational technology. (As Provided).
Anmerkungen	Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01