Negotiating teacher educators' beliefs about blended learning: Using stimulated recall to explore design choices

Bruggeman, Bram; Hidding, Kyra; Struyven, Katrien; Pynoo, Bram; Garone, Anja; Tondeur, Jo

doi:10.14742/ajet.7175

Cited by 10 publications

(10 citation statements)

References 33 publications

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“…A second option mentioned for increasing social presence by students was to meet at certain times for a particular task to get acquainted. In this matter, most students prefer face-to-face contact, which is in line with the findings of Bruggeman et al (2022) . Their research shows the importance of a combination of online flexibility for the transfer of knowledge and face-to-face interaction for the benefit of social interaction.…”

Section: Discussionsupporting

confidence: 88%

Facilitating Peer Interaction Regulation in Online Settings: The Role of Social Presence, Social Space and Sociability

et al. 2022

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A plethora of studies stress students’ self-regulated learning (SRL) skills to be conditional for successful learning in school and beyond. In general, self-regulated learners are actively engaged in constructing their own understanding also including the regulation of contextual features in the environment. Within the contextual features, the regulation of peer interaction is necessary, because college courses increasingly require peer learning. This goes along with the increasing interest for online learning settings, due in no small part to the recent COVID-19 pandemic. In the present study we explore how social presence (i.e., the degree to which the other person is perceived as physical “real”), social space (i.e., trust building between peers) and sociability (i.e., the degree to which the virtual learning environment supports social presence and social space) are essential elements in the regulation of online peer interaction. To shed light in this matter, higher education students were qualitatively followed for 1 year in an online academic writing course by using retrospective interviews (n = 7) and reflective questions (n = 62). Additionally, for social presence, students’ perceptions were quantitatively measured with a validated questionnaire (n = 41). The results show that the planning phase is the most important phase for supporting students’ social presence because that is where the regulation of peer interaction becomes important. The sociability has an important role here as well becoming less prominent further on in the self-regulation process. In the SRL follow-up phases, students look for other ways to increase their social presence and social space in order to shape the regulation of peer interaction from a position of trust. In the evaluation phase, students are aware of the importance of social presence but less of social space for the regulation of peer interaction. We conclude with some design principles to facilitate students’ regulation of peer interaction in online settings.

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Section: Discussionsupporting

confidence: 88%

Facilitating Peer Interaction Regulation in Online Settings: The Role of Social Presence, Social Space and Sociability

et al. 2022

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“…1): рефлексивний огляд власного досвiду впровадження BL [1,19,28], кiлькiсний та якiсний аналiзи щодо певних аспектiв упровадження BL [2-4, 7, 9, 10, 12, 13, 16-18, 21, 23-26, 30, 33-35, 38], систематичнi огляди з даної тематики [5,31,37]. З iншого боку, можна визначити дослiдження, що проводились як з майбутнiми вчителями [2, 3, 9, 12, 13, 17-19, 21, 23-26, 28, 30, 33-36], так i вже з педагогами-практиками [1,4,6,7,10,16,29,38].…”

Section: методологIя дослIдженняunclassified

“…Географiя дослiджень охоплює Європу (Грецiю [38], Румунiю [12], Нiдерланди [25,35], Хорватiю, Мальту, Нiмеччину, Португалiю та Норвегiю [2,16], Францiю [22], Iспанiю, Великобританiю [1,3], Бельгiю [6], Фiнляндiю [29], Туреччину [21,30]), Азiю (Гонконг [16], Пакистан [4], Китай [18], Iндонезiю [13,28,33,34], В'єтнам [23]), Австралiю [17,19,24], Пiвденну Америку (Еквадор [36], Мексику [9]), Африку (Ефiопiю [26], Пiвденно-Африканську Республiку [10]) (рис. 2).…”

Section: методологIя дослIдженняunclassified

“…• органiзацiя BL майбутнiх учителiв [6,23,36], зокрема пiд час пандемiї COVID-19 [13,19,34]; • вплив BL на навчальнi досягнення майбутнiх вчителiв, зокрема аспекти саморегуляцiї навчальної дiяльностi [18], онлайн активностi [29], формування навичок ХХI столiття [30]; • академiчна мобiльнiсть майбутнiх учителiв в умовах BL [3,35];…”

Section: методологIя дослIдженняunclassified

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Blended learning for teacher training: benefits, challenges, and recommendations

Mintii

2023

Educ. Dimens.

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This study examines how blended learning (BL) was used for teacher training and retraining during and after the COVID-19 pandemic, based on a systematic analysis of 27 scientific sources from the Scopus database. BL is a flexible and personalized mode of learning that combines face-to-face, synchronous, and asynchronous distance learning methods, as well as various ICT tools and pedagogical technologies. The study identifies the main approaches, benefits, and challenges of BL implementation in teacher education. It reveals that BL can enhance teachers’ access to resources, communication, interaction, collaboration, reflection, and creativity. However, it also requires reliable technology, technical support, and adequate training for both teachers and students.

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“…Hybrid learning in practice refers to four main aspects: flexibility, interaction, learning facilities, and creating a conducive learning climate (Bruggeman et al, 2022). The use of learning resources in the form of interactive multimedia is considered an effective hybrid learning tool (Rukayah et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Understanding Student Engagement in Hybrid Learning : An Analysis Impact Digital Literacy and Academic Self-Efficacy

Jaya,

Nurqamarani

2023

j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik

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This study analyzes student engagement in hybrid learning by analyzing digital literacy and academic self-efficacy. This study used a quantitative approach with the survey as a data collection method. The population in this study was 370 students, the faculty of teacher training and education at state universities in Jakarta, and private universities in Banten and Lampung. The sampling technique used was proportional random sampling, obtained by 105 respondents. Data was collected through questionnaires, and structural equation modeling (SEM) was used to analyze the relationship between constructs. The results of this study state that Digital literacy and academic self-efficacy play an important role in creating student engagement in hybrid learning. The ability of students to use digital learning resources will support active participation in the learning process. A high academic level of self-efficacy also helps them to be able to have confidence and perseverance during the learning process. Digital literacy and academic self-efficacy will bring students to be actively involved in the digital learning environment and play an essential role in shaping or maintaining student motivation and persistence in learning. Students' engagement levels can be increased by increasing their ability to use digital technology effectively and increasing their confidence that they can achieve their desired academic goals.

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Negotiating teacher educators' beliefs about blended learning: Using stimulated recall to explore design choices

Cited by 10 publications

References 33 publications

Facilitating Peer Interaction Regulation in Online Settings: The Role of Social Presence, Social Space and Sociability

Facilitating Peer Interaction Regulation in Online Settings: The Role of Social Presence, Social Space and Sociability

Blended learning for teacher training: benefits, challenges, and recommendations

Understanding Student Engagement in Hybrid Learning : An Analysis Impact Digital Literacy and Academic Self-Efficacy

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