A Case Study of Teachers' Experiences of Blended Teaching and Learning

Autor/in	Cunningham, Diane
Titel	A Case Study of Teachers' Experiences of Blended Teaching and Learning
Quelle	In: Journal of Online Learning Research, 7 (2021) 1, S.57-83 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2374-1473
Schlagwörter	Case Studies; Teaching Experience; Blended Learning; Teacher Attitudes; High School Teachers; Teaching Methods; Student Centered Learning; Beliefs; Technology Uses in Education; Evaluation Methods; New York + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Lehrerverhalten; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Belief; Glaube; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	The purpose of this study was to explore how teachers experience blended teaching and learning. This article describes the interplay of beliefs and practices of four high school teachers, based on interview data, observation data, and artifact analysis. Results showed that the four teachers in the study enacted their beliefs in the blended context. Teachers' views centered on active and authentic learning for students. They saw their roles as facilitator, coach, guide and co-learner, placing their trust in different aspects of the teaching and learning process. Instructional strategies that supported their beliefs included the use of a variety of types of resources, flexing content from week to week, inclusion of student choice, especially within authentic tasks, and opportunities for student collaboration. All four teachers viewed assessment as learning and placed significant emphasis on formative assessment and feedback. The study suggests that further research into how teachers view and practice assessment in the blended context could benefit the field. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: https://www.aace.org/pubs/jolr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01