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Education and Information Technologies
Erschienen in: Education and Information Technologies 3/2013

01.09.2013

A review of empirical research on blended learning in teacher education programs

verfasst von: Jared Keengwe, Jung-Jin Kang

Erschienen in: Education and Information Technologies | Ausgabe 3/2013

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Abstract

Although blended learning has been considered as an important alternative approach that can overcome various limitations related to both face-to-face and online learning, there is relatively limited empirical studies on blended learning approach in teacher education programs. Therefore, the purpose of this article is to review empirical research studies on teacher education programs using activity theory. A review of empirical research on blended learning could help to stimulate reflections on effective strategies for design and implementation of blended learning teacher education programs.
Vorheriger Artikel Can learning of basketball be enhanced through a web-based multimedia course? An experimental study
Nächster Artikel Why teachers use digital learning materials: The role of self-efficacy, subjective norm and attitude

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Metadaten
Titel
A review of empirical research on blended learning in teacher education programs
verfasst von
Jared Keengwe
Jung-Jin Kang
Publikationsdatum
01.09.2013
Verlag
Springer US
Erschienen in
Education and Information Technologies / Ausgabe 3/2013
Print ISSN: 1360-2357
Elektronische ISSN: 1573-7608
DOI
https://doi.org/10.1007/s10639-011-9182-8

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