Blended Learning for Diverse Classrooms
Qualitative Experimental Study With In-Service Teachers
Bibliographic Data
| ID | 3270655 |
|---|---|
| Authors | Muhammad Aqeel Ashraf (0000-0003-0133-4056, Hunan University), Samson Maekele Tsegay (0000-0002-2068-242X, Anglia Ruskin University, corresponding author), Yang Meijia (Hunan University) |
| Year | 2021 |
| Volume | 11 |
| Issue | 3 |
| Publication date | 2021-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/21582440211030623 |
| OpenAlex | W3180647736 |
| Language | EN |
| Citations received | 10 |
| References cited | 49 |
The concept of blended learning, a combination of online and face-to-face learning, has become popular in educational settings. Using qualitative methods, this study investigates the role of blended learning and in-service teachers' perceptions. Blended learning was used for 19 in-service teachers during their summer degree program at a Chinese university. After the course, teachers were asked to write their reflections on blended learning, its role in diverse classrooms, and using it in their teaching career. The results showed that the teachers appreciated the use of blended learning for diversity, but they were against adopting it in their teaching due to limited pedagogical skills and the exam-oriented education system in China. Moreover, some teachers believed that traditional teaching is more effective for providing students with the necessary knowledge, while blended learning was viewed as difficult to manage. The study provides a better understanding of teachers' perception of blended learning which contributes to global educational development
Blended Learning · Educational technology · Experiential learning · Mathematics education · Pedagogy · Perception · Qualitative research · Sociology · Teaching method · Communication in Education and Healthcare · Innovative Teaching Methods · Online and Blended Learning · Psychology
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Investigation of the Relationships Between Beliefs About Developmentally Appropriate Practices, Competencies in Inclusive Practices and Self‐Efficacy Perceptions in Early Childhood Education Teacher Candidates
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Teacher pedagogical beliefs
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A framework for institutional adoption and implementation of blended learning in higher education
Social Research
Economics and Identity
Adoption of educational technology ten years after setting strategic goals
Choice of Higher Education Institutions
Quarterly Review of Distance Education
Constructing a practical philosophy of teaching
Exploring the antecedents of boredom
Globalization, Education, and Citizenship
Curriculum reform and ‘Quality Education’ in China
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Citizenship Education and Diversity
Acceptance of Blended Learning in Executive Education
Blended Learning Approach for Less Proficient Students
Social Psychology of Identities
| Unique citing works | 10 |
|---|---|
| Citations per year | 2.5 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |