Title: Learning from practice: improving blended learning strategies in an educational technology course
Authors: Jin Cai; Sha Zhu; Yan-ming Tian; Harrison Hao Yang
Addresses: Collaborative and Innovative Center for Educational Technology, Central China Normal University, Wuhan 430079, China; Department of Computer Science, Hubei University of Education, Wuhan 430205, China ' National Engineering Research Center for E-Learning, Central China Normal University, Wuhan 430079, China ' Collaborative and Innovative Center for Educational Technology, Central China Normal University, Wuhan 430079, China ' School of Educational Information Technology, Central China Normal University, Wuhan 430079, China; Department of Curriculum and Instruction, State University of New York at Oswego, USA
Abstract: The purpose of this paper is to show how a blended learning model has been developed and implemented. We also explain what lessons have been learned from carrying out and continuously improving the blended learning strategies presented in the modern education technology course. We selected a sample of 277 student teachers from four different classes at the Hubei University of Education to take part in the study. The two components of the implementation process of the lab-rotation blended learning model included initial implementation and follow-up enhancement. Classroom observation and interviews were employed throughout the study, as means to collect feedback from students regarding any problems and obstacles they experienced during the initial implementation process. Our results show that the enhanced blended learning model was effective in helping student teachers to learn the modern education technology course.
Keywords: blended learning; lab-rotation model; micro-video tutorials; modern education technology.
International Journal of Innovation and Learning, 2017 Vol.21 No.4, pp.467 - 480
Available online: 11 May 2017 *Full-text access for editors Access for subscribers Purchase this article Comment on this article