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Blended learning is defined as a combination of face-to-face instruction and online learning activities (Bonk & Graham, 2006; Graham, 2006; Marsh, Pountney & Prigg, 2008). According to So and Brush (2008), blended learning combines the advantages of both face-to-face learning and online technologies to deliver learning. Online learning can be complimentary to face-to-face learning by providing students with access to learning resources, facilitating communication, and collaborative working with peers and teachers (Garrison & Kanuka, 2004). In our changing society, with a growing demand for lifelong learning, learners especially lifelong learners can benefit from blended Education. More and more educational institutions provide blended learning environments to meet students’ educational and economical needs. Blended learning can increase adult learners’ access to education and facilitate the challenging combination of work and study. In addition, the use of authentic learning tasks and online collaboration in blended learning facilitates student centered and active learning (Ginns & Ellis, 2007). However, blended learning also faces a number of challenges, such as dropout, sustainability, copyright issues, and social presence (Andresen, 2009; Hara & Kling, 2002; Persell, 2004; Stracke, 2007). The purpose of this study is to evaluate part of a competence based blended learning program for teacher education in a center for adult education in Flanders, Belgium. During one year, student teachers are trained in a blended learning environment, combining an online theoretical component - off-campus (30 ECTS), and practical training - on-campus (15 ECTS). They are expected to acquire teacher competences as outlined in the amended decree (2007) describing the professional profiles and basic competences for teachers by the Flemish government (1998). The blended learning program was designed for the purpose of coaching and assessing student teachers during this process. During two consecutive years the student teachers enrolled in the blended program were invited to fill in a questionnaire to evaluate the blended learning programme. In total 18 students participated in the study. The questionnaire consisted of a set of propositions to be rated on a 4 point Likert-scale and two open questions. Collected data were analyzed quantitatively using descriptive statistics. Answers on the open questions were coded qualitatively. The age range of the student teachers was from 20-49. All student teachers had previously completed at least bachelor education. The results show that the student teachers evaluated positively the structure of the on-line sessions (M=3.50, SD=0.62) and offered technical support (M=3.33, SD=0.69). The amount of face-to-face sessions was regarded as sufficient (M=3.71, SD=0.59) and its content was seen as relevant (M=3.28, SD=0.75). The combination of
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Elearn Montreal 9 – 12 october 2012
Yves Blieck, Agnes Toison, Karen De Baere, Lut Lippeveld
Students perception of a blended learning program of teacher education in an adult education center (Belgium, Flanders)
+Content
Some facts and figures
Practice Based Research
Blended program in teacher education
The program
Coaching and assessement in the program
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Blended learning in a teacher education program
-Facts and figures
+Program and students
Teacher education program(CVO De Oranjerie)
60 ECTS – 45 blend + 15 internship Duration 1 – 2 y # students a year = +/- 500 Career switchers +/- 200 graduate each year
+Evolution Blended program
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Practice Based Research
+Respondents (N=18)
Questionnaire: 4 point Likert scale
Analysis at item level
+Questions
1. How is the learning environment perceived by students?
2. What are students perceptions about workload?
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The structure on-line is clear Sufficient technical support
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Amount of face-to-face sessions sufficient
Content F-2-F sessions relevant
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Combination distance and F2F education makes sense
Combination distance and F2F education is feasible
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Total workload is acceptable Workload sufficient distributed
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Program meets my expectations Respondent
‘Theory and corresponding assignments (in distant education). It was possible to go through the program at my own pace S4
The immediate and hands-on feedback and experiences I went through during the practical part of the program’ S9
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I was sufficiently supported during learning process
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Sufficiently assessed during the program
Sufficiently assessed at the end of the program
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‘The positive and negative feedback from peers and teacher trainers on-line and F2F’ S4
‘Teaching a critical audience. The on-line learning content helps one reflect on own practice and is helps to better understand/predict pupils reactions in class’ S10
Feel ready to enter education Respondents
+Answers
+BUT…
Limitations / further research
Small sample
Selection bias (intake)
Learning outcomes?
Employability and success in education (attrition)?
…
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Blended program
+Why Blended program?
Transforming: move further (to meet more the needs target group)
Enabling: increase access to program + flexible program
Enhancing: increase productivity and re-invest ‘gain’ into education
Shea, (2007), Garrison and Kanuka (2004), Graham and Robinson (2007)
+How People Learn (HPL) - Bransford e.a. (2000)
Student centered
Knowledge centered
Community centered
Assessment centered
+Linda Darling-Hammond
"The most neglected part of teacher education is learning theory. And to develop a real profession of teaching you have to have knowledge of how people learn. It's at the core, because it allows you, then, to be inventive in a professionally responsible way, it allows you to think about what's working and what's not working, and what you need to do to help students learn. So I think this is the core of what professional teachers need.”
http://www.learner.org/courses/learningclassroom/index.html
+ How was this translated in
our Blended program?
+Teacher education program
Theory and practice (F2F)
Internship
K
+Theory and practice (Micro-teaching)
Theory: 30ECTS-+/- 18 themes with learning content-Portfolio-assignments and Forum-assignments
Distance education
Practice: 15ECTS-3 – 4 teaching assignments-Final assignment
F2F education
1 MULTIPLE FACES OF LEARNING
2 SCAFFOLDING LEARNING
3 BECOMING A TEACHER
FOCUS ON:
1 PRESENTING
2CONTENT AND STRUCTURE
3INTERACTIVITY
4VARIATION
5FINAL ASSIGNMENT
K AC S
Source of picture: http://www.cs.cmu.edu/~dleeds/teaching.gif
TheoryLearning content
1 MULTIPLE FACES OF LEARNING
2 SCAFFOLDING LEARNING
3 BECOMING A TEACHER
Forum assignments
Portfolio assignments
Theory
MOODLE
+Theory Practice
Integration of learning content
No overlap!
Student autonomy
Also visual material
Learning in safe environment (micro-teaching)
Focus on integration theory and practice
Peer-feedback
Stimulation of Reflection
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Coaching and assessmentFrom intake to graduation
+Intake
Application for intake
Intake => profile? / risk of dropout Motivation? Self steering? ICT-capable? Language skills (Dutch and passive knowledge of English) Problem solver? => technical issues) …
Enrollment in program
Theory and practice2 teacher-trainers (TT-Duo)
internshipCoach
Theory and practice (Micro-teaching)TT-Duo
- During F2F-session + orientation on program
- In on-line learning environment through forum-assignment and first topic
Theory and practice (Micro-teaching)TT-Duo
- Portfolio assignments (individual or group): individual feedback by teacher trainer, students are allowed to adapt assignments to individual needs
- Forum assignments (collaborative learning): teacher trainer coaches
- Micro-teaching
Theory and practice (Micro-teaching)TT-Duo
- SWOT-analysis of student in dialogue with TT-duo
- Orientation on final meeting
Theory and practice (Micro-teaching)TT-Duo
- Job application with external jury- When?
- Ideally after completion of theory, practice and internship- After completing theory and practice but before internship
- E-portfolio based application- Mission statement for education- Job application- Curriculum Vitae- Best work
- Mission statement for education- What is your motivation for a job in education?
- Job application letter- For educational context / school / … of choice- Focus on strengths and substantiate them with artefacts- Use theoretical concepts learned in program
- Curriculum Vitae- For educational context- Focus on strengths
- Best work
E-portfolio
- Deliberation
- Competence based end report by TTduo- Theory- Practice (micro-teaching)- Internship
After final meeting
+Answers
+Lessons learned
Learners are focus!
Create sense of community!
Provide relevant knowledge
Assess for learning!
+Some relevant literature
Bransford, J.D., Brown, A. L., & Cocking, R. R. (Eds.). 2000. How People Learn: Brain, Mind, Experience, And School (expanded ed.). Washington, D.C.: National Academy Press.
Shea, P. (2007). Towards a Conceptual Framework for Learning in Blended Environments. In A. Picciano, & C. Dziuban, (EDs.) Blended Learning: Research Perspectives (pp.19-37). United States of America: the Sloan Consortium.
Garrison, R. & Kanuka, H. (2004). Blended Learning: Uncovering it’s transformative potential in higher education. The internet and higher education. 7(2), pp.95-105.
Graham, C. & Robinson, R. (2007). Realizing the Transformational Potential of Blended Learning. In A. Picciano, & C. Dziuban, (EDs.) Blended Learning: Research Perspectives (pp.83-111). United States of America: the Sloan Consortium
