Learning to teach in a blended environment: A case study
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Kang, J.J. & Keengwe, J. (2012). Learning to teach in a blended environment: A case study. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 2340-2344). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/39931.
This paper reports on a case study that examined an instructor’s experiences and roles in a blended course during one semester in a large Midwestern university. The purpose of this study was to explore instructors' roles in blended learning environments in teacher education programs. Evidence from this study suggests that the instructor not only perceived her roles as different in each learning environment, but also new roles evolved, such as connecting and integrating online and face-to-face activities in a blended course.
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