Navigating e-learning and blended learning for pre-service teachers: redesigning for engagement, access and efficiency

Chigeza, Philemon, and Halbert, Kelsey (2014) Navigating e-learning and blended learning for pre-service teachers: redesigning for engagement, access and efficiency. Australian Journal of Teacher Education, 39 (11). pp. 133-146.

[img] PDF (Published Version) - Published Version
Restricted to Repository staff only

View at Publisher Website: http://dx.doi.org/10.14221/ajte.2014v39n...
 
2
4


Abstract

Nebulous combinations of face-to-face and online learning are increasingly common across Australian higher education contexts. This paper reports on part of a redesign project of an undergraduate education subject at a regional university. The aim of the redesign was to enhance e-learning and blended learning environments. An approach that maps the evaluation research activities to the design and development cycle of e-learning tools and learning tasks was adopted (Phillips et al., 2012). The research took a participatory format involving ongoing reflective exchange with pre-service teachers with the aim of transforming practice. The article presents the context of e-learning, blended learning and drivers of curriculum renewal in teacher education at a regional institution and discusses the phases of the redesign project which adopted an action research approach. Finally the paper discusses the implications of the redesign for informing future practice and in approaching e-learning and blended learning curriculum design.

Item ID: 37135
Item Type: Article (Refereed Research - C1)
ISSN: 1835-517X
Date Deposited: 18 Mar 2015 01:00
FoR Codes: 13 EDUCATION > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930203 Teaching and Instruction Technologies @ 100%
Downloads: Total: 4
More Statistics

Actions (Repository Staff Only)

Item Control Page Item Control Page