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Blended Learning in Teacher Preparation Programs: A Literature Review

Blended Learning in Teacher Preparation Programs: A Literature Review

Jared Keengwe, Jung-Jin Kang
Copyright: © 2012 |Volume: 8 |Issue: 2 |Pages: 13
ISSN: 1550-1876|EISSN: 1550-1337|EISBN13: 9781466612549|DOI: 10.4018/jicte.2012040107
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MLA

Keengwe, Jared, and Jung-Jin Kang. "Blended Learning in Teacher Preparation Programs: A Literature Review." IJICTE vol.8, no.2 2012: pp.81-93. http://doi.org/10.4018/jicte.2012040107

APA

Keengwe, J. & Kang, J. (2012). Blended Learning in Teacher Preparation Programs: A Literature Review. International Journal of Information and Communication Technology Education (IJICTE), 8(2), 81-93. http://doi.org/10.4018/jicte.2012040107

Chicago

Keengwe, Jared, and Jung-Jin Kang. "Blended Learning in Teacher Preparation Programs: A Literature Review," International Journal of Information and Communication Technology Education (IJICTE) 8, no.2: 81-93. http://doi.org/10.4018/jicte.2012040107

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Abstract

This paper reviews relevant literature on the concept and design of blended learning in Teacher Preparation Programs (TPPs). First, the authors define blended learning in this context and explained an activity system as an analytical framework. Second, the authors describe the method for choosing the studies in this literature review. Third, the authors present some findings through the lens of an activity system. Finally, the authors discuss how the activity system can analyze the effectiveness of blended learning. The activity system framework is very useful to examine the effectiveness of blended learning because the framework explains what components should be included and examined by research. This review could offer some guideline for the nature of blended learning in TPPs for future study.

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