What Are Teachers’ Experiences of Teaching and Learning of Science Via a Hybrid Course? PROCEEDINGS
Nesrin Bakir, University of Illinois at Urbana-Champaign, United States ; Barbara Hug, University if Illinois at Urbana-Champaign, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The purpose of this study was to understand how participating in a hybrid science teaching course influenced K-8 teachers’ perspectives on learning about teaching of science. Employing a mixed methodology, we drew from multiple forms of data, including interviews and document analysis. We found that even though the teachers were initially resistant to the idea of the hybrid class, they reported their satisfaction with the course. Factors such as the cohort community, the nature of the assignments, and the structure of the course influenced the overall views of the teachers.
Bakir, N. & Hug, B. (2011). What Are Teachers’ Experiences of Teaching and Learning of Science Via a Hybrid Course?. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 123-126). Chesapeake, VA: AACE.
© 2011 AACE