rationale for blended delivery

The following paragraphs are quotes taken from Owston, R., Wideman, H., Murphy, J. & Lupshenyuk, D. (2008). Blended teacher professional development: A synthesis of three program evaluations. The Internet and Higher Education, 11(3-4), 201-210.

These statements provide the rationale for choosing a blended delivery model for this module.

“This research shows that blended learning provides an
effective model for meeting the needs and learning styles of busy
teaching professionals because it allows for a more flexible study
schedule than a lectures only course (Swenson & Curtis, 2003).”

“Blended learning offers more flexibility to learners because some of the
learning takes place at scheduled face-to-face times, while other parts
of it may occur online at their convenience.”

“With blended learning, the collaborative possibilities are numerous.
For example, teachers within the same school can collaborate in face to-
face sessions that focus on “hands-on” material development or
review, and then share their thoughts and experiences online as they try out the materials. The online discussions could be with their
colleagues in the same school or beyond their school with other
teachers engaging in similar activities. The blended model would also
appear to support the “critical friends” approach to professional
development that aims to increase student learning by creating
school-based teacher communities whose members carry out practice
centered collegial conversations” (Curry, 2008; Dunne, Nave, & Lewis,
2000).

“Blended learning programs can be designed to extend to
a full school year or even longer because teachers do not need to be
removed from classrooms for extended periods in order to participate.”

“Face-to-face sessions can coincide with professional development
days.”

“Similarly, if teachers from other schools and school systems are brought into the online conversations new ideas and suggestions can be introduced and discussed.”

“Some aspects can  be dealt with online and the more hands on activities
which with face-to-face interactions. An added advantage of blended
learning appears to be that teachers are able to immediately try out ideas
in their classrooms that are proffered in the online community rather
than waiting, thus providing the opportunity for “just-in-time” professional
development” (Northrup & Rasmussen, 1999).

(Voogt, Almekinders, van den Akke & Monen, 2005). Their study suggested that blended programs can help teachers better understand and implement technology into their classrooms and, to a lesser extent, adapt exemplary materials for their own settings.

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