Knowledge Acquisition in a Hybrid Graduate Teacher Training Program
How can one leverage the technological benefits of an online classroom without losing both the interpersonal advantages of face-to-face contact and pedagogically sound classroom management techniques? A blended learning environment, combining both traditional face-to-face and online interaction, is a valid higher-education solution that many instructors are adopting in place of 100% online teaching environments. Like total online courses, blended courses offer students the convenience of online access to both lecture/course materials and asynchronous classroom discussions. However, the key feature of a blended learning environment is the ability to use traditional face-to-face sessions to foster and stimulate an online social culture that facilitates knowledge acquisition through interpersonal and group discussion and disclosure. This study examines pedagogical, social and demographic factors that contribute to students’ knowledge acquisition in an 80-20 (80% online and 20% in-class) blended learning environment.
Nguyen, T.T. (2010). Knowledge Acquisition in a Hybrid Graduate Teacher Training Program. In F. Wang, J. Fong, & R. Kwan (Eds.) Handbook of Research on Hybrid Learning Models: Advanced Tools, Technologies, and Applications (pp. 317-326). Hershey, PA: Information Science Reference. doi: 10.4018/978-1-60566-380-7.ch019
Virtual Commons Citation
Nguyen, Thanh T. (2010). Knowledge Acquisition in a Hybrid Graduate Teacher Training Program. In Secondary Education and Professional Programs Faculty Publications. Paper 24.
Available at: http://vc.bridgew.edu/second_ed_fac/24