Literaturnachweis - Detailanzeige
| Autor/inn/en | Taylor, Maurice; Atas, Sait; Ghani, Shehzad |
|---|---|
| Titel | Exploring the Experiences of Students and Professors in a Blended Learning Graduate Program: A Case Study of a Faculty of Education |
| Quelle | In: International Journal of Mobile and Blended Learning, 9 (2017) 1, S.1-15 (15 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1941-8647 |
| DOI | 10.4018/IJMBL.2017010101 |
| Schlagwörter | Blended Learning; Teacher Student Relationship; Graduate Students; Case Studies; Research Design; Foreign Countries; Grounded Theory; Interviews; Data Analysis; Teaching Methods; Field Studies; Notetaking; Graduate School Faculty; Higher Education; Educational Technology; Canada Teacher student relationships; Lehrer-Schüler-Beziehung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Case study; Fallstudie; Case Study; Forschungsdesign; Ausland; Interviewing; Interviewtechnik; Auswertung; Teaching method; Lehrmethode; Unterrichtsmethode; Praxisforschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtsmedien; Kanada |
| Abstract | The purpose of this study was to explore the current experiences of students and professors in a Faculty of Education graduate program that has adopted blended learning. It was also intended to uncover some of the enablers and constraints faced by faculty administration in implementing a university wide blended learning initiative. Using a qualitative case study research design, a large faculty of education in a mid-sized university in Eastern Ontario, Canada was the site of the investigation. A constant comparative data analysis technique was used on three data sources, namely: key informant interviews, artefacts and field notes. Results indicated that the graduate student has specific learning requirements that necessitate attention to certain aspects of this new teaching method and that professors who teach in a blended learning format are working towards meeting the needs of such students. Enablers and constraints from an administrator's perspective in further developing blended learning are also addressed. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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