Student teachers’ perceptions of blended learning environments

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Kang, J.J. & Keengwe, J. (2012). Student teachers’ perceptions of blended learning environments. In T. Amiel & B. Wilson (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2012 (pp. 2267-2270). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/41068.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2012
Denver, Colorado, USA
June 26, 2012
ISBN 1-880094-95-9
  Tel Amiel & Brent Wilson
AACE

More Information on EDMEDIA
Table of Contents

Authors

Jung-Jin Kang, Michigan State University, United States; Jared Keengwe, University of North Dakota, United States

Abstract

In order to design and provide effective blended learning environment to student teachers, program designers should understand their student teachers and the course system based on their activities. Activity theory helps researchers examine how the activities occur, change, and improve in the context in which their participations are embedded. The purpose of this study is to examine and describe how their students act, perceive and respond to the blended learning environment based on an activity system framework.

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