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Implications of Hybrid Instructional Delivery for Graduate Studies, Educator Professional Development, and K-12 Secondary and Elementary Public Education
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Herbold, K. (2008). Implications of Hybrid Instructional Delivery for Graduate Studies, Educator Professional Development, and K-12 Secondary and Elementary Public Education. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 1440-1445). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/27394.
Society for Information Technology & Teacher Education International Conference (SITE) 2008
Las Vegas, Nevada, USA
March 3, 2008
Karen McFerrin, Roberta Weber, Roger Carlsen & Dee Anna Willis
More Information on SITE
Table of Contents
The use of hybrid instructional delivery is increasingly important. The data collected during this hybrid delivery pilot project is of value and interest for educators at K-16 and graduate levels. This paper reports survey data collected from graduate students during their participation in courses delivered with a hybrid blend of online and some televised classroom instruction. Pre and post survey responses indicate a preference for hybrid delivery, perceptions on delivery mode and quality and degree of learning, an improvement in the ability to use technology, an increase in ability to integrate technology into teaching practice, and views on the potential for hybrid delivery at both the secondary and elementary K-12 levels.
- Perspectives on Blended Learning in Higher Education
- Strategic Blending: A Conceptual Framework to Improve Learning and Performance
- How a Blended Approach for Job-embedded Learning has led Teachers to Recognize and Reflect upon the Unique Intersections of Content, Technology, and Classroom Practice in the Advanced Broadband Enabled Learning (ABEL) Program.
- The Best of Both Worlds
- Can Learning to Use Moodle Alter Teachers’ Approaches to Teaching?
- Hybrid Instruction 101: It’s in the Design
- Lessons Learned from Offering a Technologically Mediated Job-Embedded Professional Learning Program to Teachers
- Integration Models for Hybrid Online Education in the K-12 Classroom
- Transforming teacher practice through blended professional development: Lessons learned from three initiatives
- Finding a Balance in Dimensions of Blended Learning
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