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Addressing the Challenges of Engagement and Access in Teacher Education: Hybrid Learning
PROCEEDINGS

, State University of New York--Plattsburgh, United States

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Hybrid or blended learning, a mixture of online and face-to-face approaches, has been viewed as a viable tool to combat the limitation of both traditional lecture and fully online distance learning. This paper synthesizes current research in hybrid learning in order to find out if hybrid approaches to teaching can address the challenges of engagement and access in teacher education. The paper begins with a discussion of the need for a change in teacher education and the forces leading to the hybrid learning models. The strengths and limitations of both face-to-face and online learning are contrasted, and benefits of hybrid learning as evidenced from literature are demonstrated. The paper concludes that hybrid approaches to teaching should and can be an effective means for addressing the challenges of engagement and access in teacher education.

Citation

Lin, Q. (2014). Addressing the Challenges of Engagement and Access in Teacher Education: Hybrid Learning. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 364-370). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 27, 2019 from .

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