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Blended Learning to Support Alternative Teacher Certification

Blended Learning to Support Alternative Teacher Certification

Anika Ball Anthony, Belinda G. Gimbert, Rebecca A. Parker
Copyright: © 2015 |Pages: 14
ISBN13: 9781466682467|ISBN10: 1466682469|EISBN13: 9781466682474
DOI: 10.4018/978-1-4666-8246-7.ch003
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MLA

Anthony, Anika Ball, et al. "Blended Learning to Support Alternative Teacher Certification." Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2015, pp. 42-55. https://doi.org/10.4018/978-1-4666-8246-7.ch003

APA

Anthony, A. B., Gimbert, B. G., & Parker, R. A. (2015). Blended Learning to Support Alternative Teacher Certification. In I. Management Association (Ed.), Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications (pp. 42-55). IGI Global. https://doi.org/10.4018/978-1-4666-8246-7.ch003

Chicago

Anthony, Anika Ball, Belinda G. Gimbert, and Rebecca A. Parker. "Blended Learning to Support Alternative Teacher Certification." In Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 42-55. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8246-7.ch003

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Abstract

This chapter reviews literature on the use of e-learning to complement and extend preservice and inservice teacher education. It also provides an in depth example of the design and implementation of blended learning for supporting alternative teacher certification. In light of the example, research findings are summarized. The second part of the chapter provides a discussion on the following strategies that led to the successful use of blended learning in alternative teacher certification and explains how applying them can contribute to effective uses of blended learning in other settings: a) leveraging a network of partners, b) designing blended learning to address needs of multiple learners and organizational entities, c) balancing standardization and customization, and d) conducting evaluation and engaging in continuous improvement.

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