Preservice teachers perceptions about the use of blended learning in a science education methods course

Abstract

The purpose of this quantitative study was to determine the effectiveness of blended learning within the context of a science education methods course for early childhood elementary preservice teachers in Turkey. Elementary teachers historically fear science and avoid using it in their classes. This course was blended to allow the students to experience active science learning during face to face sessions. Student perceptions about their experiences in a blended methods course were collected using a previously validated survey. The data analysis of the post-test only survey research design demonstrated that students' perceptions were positive towards the use of blended learning within their science education methods course. However, the analysis determined that students felt that certain technical aspects of the blended learning environment hindered their learning.

Paradigm shift in medical education due to the COVID-19 pandemic: guidelines for developing a blended learning curriculum in medical education

“…The blended learning environment should be planned in a pedagogically sound manner for face-to-face and online teaching, representing the best attributes of both learning environments. 52 The teaching and learning activities should fit in well with the students characteristics, technology quality, online tools and face to face environment. 53 The guideline for developing the effective resources called for overcoming the barriers in terms of cost and training of faculty and students in technology enhanced blended learning environment.…”

Blended Learning as an Emerging Approach to Teacher Education in Higher Education in Sri Lanka: Lessons from a State-of-the-Art Review

“…Specialized teacher education programs offered through blended learning is increasing. The studies on which this review is based included specialized programs for physical education (Calderón et al, 2020); secondary education (Arnesen et al, 2019); elementary teacher education (Rachmadtullah et al, 2020); vocational education (Dharma & Rohendi, 2019); sustainability skills for teaching sustainability (Chin et al, 2019); English (Arifani et al, 2019;Farani, 2019;Islam et al, 2018;Koç, 2016;Yağcı et al, 2016); visual literacy (Huilcapi-Collantes et al, 2020); mathematics (Ihechukwu et al, 2017, Islam et al, 2018Nami et al, 2020;Ubah et al, 2020;Weinhandl et al, 2020;Yurniwati & Yarmi, 2020); physics (Krasnova & Shurygin, 2019); science education (Lee et al, 2016;Yılmaz & Malone, 2020); inclusive education (Vaishnav & Singh 2019); music education (Hietanen & Ruismäki, 2017;Tuisku & Ruokonen, 2017); literature (Eutsler, 2018), computer assisted language learning (Nami et al, 2020); accounting education (Suyatmini et al, 2020) and multiple specializations (Karimi & Ahmad, 2020).…”

Implementation of Blended Learning in English as a Lingua Franca (Elf)-Aware Pre-Service Teacher Education

“…In Scarlett (2017), most participants thought the blended learning model they employed increased their comfort level with educational technology, improved their ability to work with it and gave them more flexibility in their schedule. In Yilmaz & Malone (2020), student-teachers' perceptions were positive towards the use of blended learning, yet they had some concerns about technological hindrances. As stated in the review of Atmacasoy & Aksu (2018) on 31 studies on blended learning in pre-service teacher education, a majority of studies verified the effect the model had on achieving course outcomes.…”