Name
Abstract | ||
|---|---|---|
Although blended learning has been considered as an important alternative approach that can overcome various limitations related to both face-to-face and online learning, there is relatively limited empirical studies on blended learning approach in teacher education programs. Therefore, the purpose of this article is to review empirical research studies on teacher education programs using activity theory. A review of empirical research on blended learning could help to stimulate reflections on effective strategies for design and implementation of blended learning teacher education programs. |
Year | DOI | Venue |
|---|---|---|
2013 | 10.1007/s10639-011-9182-8 | EAIT |
Keywords | Field | DocType |
blended learning,blended learning teacher education,activity theory,empirical research study,online learning,important alternative approach,teacher education program,empirical research,blended learning approach,empirical study | Online learning,Educational technology,Experiential learning,Psychology,Mathematics education,Pedagogy,Teacher education,Blended learning,Empirical research | Journal |
Volume | Issue | ISSN |
18 | 3 | 1573-7608 |
Citations | PageRank | References |
3 | 0.67 | 15 |
Authors | ||
2 | ||
Name | Order | Citations | PageRank |
|---|---|---|---|
| Jared Keengwe | 1 | 77 | 20.36 |
| Jung-Jin Kang | 2 | 4 | 1.72 |