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Perspectives of Pre-Service Teachers About Blended Learning in Technology Integration Courses

Perspectives of Pre-Service Teachers About Blended Learning in Technology Integration Courses

Olha Ketsman
Copyright: © 2019 |Volume: 11 |Issue: 4 |Pages: 17
ISSN: 1941-8647|EISSN: 1941-8655|EISBN13: 9781522565277|DOI: 10.4018/IJMBL.2019100102
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MLA

Ketsman, Olha. "Perspectives of Pre-Service Teachers About Blended Learning in Technology Integration Courses." IJMBL vol.11, no.4 2019: pp.15-31. http://doi.org/10.4018/IJMBL.2019100102

APA

Ketsman, O. (2019). Perspectives of Pre-Service Teachers About Blended Learning in Technology Integration Courses. International Journal of Mobile and Blended Learning (IJMBL), 11(4), 15-31. http://doi.org/10.4018/IJMBL.2019100102

Chicago

Ketsman, Olha. "Perspectives of Pre-Service Teachers About Blended Learning in Technology Integration Courses," International Journal of Mobile and Blended Learning (IJMBL) 11, no.4: 15-31. http://doi.org/10.4018/IJMBL.2019100102

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Abstract

This mixed-methods study explores pre-service teachers' perspectives towards using blended learning in technology integration courses. Data were collected through surveys and interviews with pre-service teachers enrolled in technology integration courses in a large Midwestern university. Findings from the study showed that pre-service teachers had favorable perspectives towards using a blended learning approach to teach technology integration courses. The majority of pre-service teachers preferred that the technology-integration course adopt a blended format instead of a traditional face-to-face format; however, it is uncertain if students will be more motivated to study in a blended technology integration course than in a traditional face-to-face one. The study has implications for higher education faculty, instructional designers and technology specialists.

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