Blended learning for teacher training: benefits, challenges, and recommendations

Iryna S. Mintii

doi:10.31812/ed.581

Authors

Iryna S. Mintii Institute for Digitalisation of Education of the NAES of Ukraine https://orcid.org/0000-0003-3586-4311

DOI:

https://doi.org/10.31812/ed.581

Keywords:

blended learning, blended learning organization, teacher education, teacher training, teacher retraining

Abstract

This study examines how blended learning (BL) was used for teacher training and retraining during and after the COVID-19 pandemic, based on a systematic analysis of 27 scientific sources from the Scopus database. BL is a flexible and personalized mode of learning that combines face-to-face, synchronous, and asynchronous distance learning methods, as well as various ICT tools and pedagogical technologies. The study identifies the main approaches, benefits, and challenges of BL implementation in teacher education. It reveals that BL can enhance teachers’ access to resources, communication, interaction, collaboration, reflection, and creativity. However, it also requires reliable technology, technical support, and adequate training for both teachers and students.

Downloads

Download data is not yet available.

Abstract views: 819 / PDF (Ukrainian) views: 366

References

Abaci, S., Robertson, J., Linklater, H., McNeill, F.: Supporting school teachers’ rapid engagement with online education. Educational Technology Research and Development 69(1), 29–34 (2021), ISSN 1556-6501, https://doi.org/10.1007/s11423-020-09839-5 DOI: https://doi.org/10.1007/s11423-020-09839-5

Almendingen, K., Sparboe-Nilsen, B., Kvarme, L., Benth, J.: Core Competencies for Interprofessional Collaborative Practice Among Teacher Education, Health and Social Care Students in a Large Scaled Blended Learning Course. Journal of Multidisciplinary Healthcare 14, 2249–2260 (2021), https://doi.org/10.2147/JMDH.S325086 DOI: https://doi.org/10.2147/JMDH.S325086

Alsina Tarrés, M., Masardo, A., Mallol Macau, C., Farrés Cullell, I.: Knowledge sharing among teacher trainees in a transnational blended learning exchange. Revista Complutense de Educación 33(4), 529–540 (2022), https://doi.org/10.5209/rced.76329 DOI: https://doi.org/10.5209/rced.76329

Asghar, M.Z., Afzaal, M.N., Iqbal, J., Sadia, H.A.: Analyzing an Appropriate Blend of Face-to-Face, Offline and Online Learning Approaches for the In-Service Vocational Teacher’s Training Program. International Journal of Environmental Research and Public Health 19(17) (2022), ISSN 1660-4601, https://doi.org/10.3390/ijerph191710668 DOI: https://doi.org/10.3390/ijerph191710668

Bozkurt, A.: A Retro Perspective on Blended/Hybrid Learning: Systematic Review, Mapping and Visualization of the Scholarly Landscape. Journal of Interactive Media in Education 2022(1) (2022), https://doi.org/10.5334/jime.751 DOI: https://doi.org/10.5334/jime.751

Bruggeman, B., Hidding, K., Struyven, K., Pynoo, B., Garone, A., Tondeur, J.: Negotiating teacher educators’ beliefs about blended learning: Using stimulated recall to explore design choices. Australasian Journal of Educational Technology 38(2), 98–112 (2022), https://doi.org/10.14742/ajet.7175 DOI: https://doi.org/10.14742/ajet.7175

Calderón, A., Scanlon, D., MacPhail, A., Moody, B.: An integrated blended learning approach for physical education teacher education programmes: teacher educators’ and pre-service teachers’ experiences. Physical Education and Sport Pedagogy 26(6), 562–577 (2021), https://doi.org/10.1080/17408989.2020.1823961 DOI: https://doi.org/10.1080/17408989.2020.1823961

Fragkaki, M., Mystakidis, S., Filippousis, G.: Work-in-Progress-Design and Evaluation of an Augmented and Virtual Reality Flipped-Learning Course for K-12 Educators. In: Proceedings of 6th International Conference of the Immersive Learning Research Network, iLRN 2020, pp. 275–278 (2020), https://doi.org/10.23919/iLRN47897.2020.9155200 DOI: https://doi.org/10.23919/iLRN47897.2020.9155200

Garcia-Ponce, E., Mora-Pablo, I.: Challenges of using a blended learning approach: A flipped classroom in an English teacher education program in Mexico. Higher Learning Research Communications 10(2), 116–133 (2020), https://doi.org/10.18870/HLRC.V10I2.1209 DOI: https://doi.org/10.18870/hlrc.v10i2.1209

Glietenberg, S., Petersen, N., Carolin, A.: Teacher educators’ experiences of the shift to remote teaching and learning due to COVID-19. South African Journal of Childhood Education 12(1) (2022), https://doi.org/10.4102/sajce.v12i1.1189 DOI: https://doi.org/10.4102/sajce.v12i1.1189

Handle-Pfeiffer, D., Winter, C.: Playing and Reflecting Games: The Production of Gamified Learning Artefacts in Teacher Education. Journal of Higher Education Theory and Practice 21(16), 164–176 (2021), https://doi.org/10.33423/jhetp.v21i16.4923 DOI: https://doi.org/10.33423/jhetp.v21i16.4923

Harangus, K., Horváth, Z.I., Kovács, G.: Changes and perspectives in teacher training methodology. Acta Universitatis Sapientiae, Philologica 13(2), 55–70 (2021), https://doi.org/10.2478/ausp-2021-0013 DOI: https://doi.org/10.2478/ausp-2021-0013

Herliana, F., Farhan, A., Elisa, Syukri, M., Mahzum, E.: Perception of Novice Learners Using Blended Learning Approach During the Covid-19 Pandemic. Journal of Physics: Conference Series 2019(1), 012032 (2021), https://doi.org/10.1088/1742-6596/2019/1/01203210 DOI: https://doi.org/10.1088/1742-6596/2019/1/012032

Hooda, A., Nousiainen, T., Vesisenaho, M., Ahlstrom, E., Fort, S., Subirats, L., Sacha, G.M.: School of Digital Wizards: Exploring the Gamification User Types in a Blended IT Course. In: 2022 IEEE Frontiers in Education Conference (FIE), pp. 1–5, IEEE Computer Society, Los Alamitos, CA, USA (2022), https://doi.org/10.1109/FIE56618.2022.9962592 DOI: https://doi.org/10.1109/FIE56618.2022.9962592

Iyer, S.S., Gernal, L., Subramanian, R., Mehrotra, A.: Impact of digital disruption influencing business continuity in UAE higher education. Educational Technology Quarterly (2023), https://doi.org/10.55056/etq.29 DOI: https://doi.org/10.55056/etq.29

Jen, E., Hoogeveen, L.: Design an international blended professional development model for gifted education: An evaluation study. Evaluation and Program Planning 91, 102034 (2022), ISSN 0149-7189, https://doi.org/https://doi.org/10.1016/j.evalprogplan.2021.102034 DOI: https://doi.org/10.1016/j.evalprogplan.2021.102034

Jenkins, L., Crawford, R.: Pre-service Music Teachers’ Understanding of Blended Learning: Implications for Teaching Post COVID-19. Australian Journal of Teacher Education 46(7), 86–92 (2021), https://doi.org/10.14221/ajte.2021v46n7.5 DOI: https://doi.org/10.14221/ajte.2021v46n7.5

Jiang, Y., Wang, P., Li, Q., Li, Y.: Students’ Intention toward Self-Regulated Learning under Blended Learning Setting: PLS-SEM Approach. Sustainability 14(16) (2022), ISSN 2071-1050, https://doi.org/10.3390/su141610140 DOI: https://doi.org/10.3390/su141610140

Joseph, D., Trinick, R.: ‘Staying Apart Yet Keeping Together’: Challenges and Opportunities of Teaching During COVID-19 Across the Tasman. New Zealand Journal of Educational Studies 56(2), 209–226 (2021), ISSN 2199-4714, https://doi.org/10.1007/s40841-021-00211-6 DOI: https://doi.org/10.1007/s40841-021-00211-6

Keengwe, J., Kang, J.J.: A review of empirical research on blended learning in teacher education programs. Education and Information Technologies 18(3), 479–493 (2013), ISSN 1573-7608, https://doi.org/10.1007/s10639-011-9182-8 DOI: https://doi.org/10.1007/s10639-011-9182-8

Kemaloglu Er, E., Bayyurt, Y.: Implementation of Blended Learning in English as a Lingua Franca (Elf)-Aware Pre-Service Teacher Education. Turkish Online Journal of Distance Education 23(1), 60–73 (2022), ISSN 1302-6488, https://doi.org/10.17718/tojde.1050353 DOI: https://doi.org/10.17718/tojde.1050353

Lami, R., Gastineau, S., Flom, H., Desdevises, Y.: Big Steps, Little Change: A Case Study in French University Teachers’ Cognitions in the Context of Pedagogical Innovation. Frontiers in Education 6 (2021), ISSN 2504-284X, https://doi.org/10.3389/feduc.2021.765771 DOI: https://doi.org/10.3389/feduc.2021.765771

Le, P.T., Pham, H.T.T.: Using Blended Learning in Teacher Training Programs: Perspectives of Pre-service Teachers. Journal of Educational and Social Research 11(2), 115 (2021), https://doi.org/10.36941/jesr-2021-0035 DOI: https://doi.org/10.36941/jesr-2021-0035

Lorenza, L., Carter, D.: Emergency online teaching during COVID-19: A case study of Australian tertiary students in teacher education and creative arts. International Journal of Educational Research Open 2, 100057 (2021), ISSN 2666-3740, https://doi.org/10.1016/j.ijedro.2021.100057, URL https://www.sciencedirect.com/science/article/pii/S2666374021000273 DOI: https://doi.org/10.1016/j.ijedro.2021.100057

Meulenbroeks, R.: Suddenly fully online: A case study of a blended university course moving online during the COVID-19 pandemic. Heliyon 6(12), e05728 (2020), ISSN 2405-8440, https://doi.org/10.1016/j.heliyon.2020.e05728 DOI: https://doi.org/10.1016/j.heliyon.2020.e05728

Mihret, Z., Alemu, M., Assefa, S.: Effects of Blending Virtual and Real Laboratory Experimentation on Pre-Service Physics Teachers’ Attitudes Toward Physics Electricity and Magnetism Laboratories. Science Education International 33(3), 313–322 (2022), URL https://www.icaseonline.net/journal/index.php/sei/article/view/434 DOI: https://doi.org/10.33828/sei.v33.i3.7

Pospı́šilová, L., Rohlı́ková, L.: Reforming higher education with eportfolio implementation, enhanced by learning analytics. Computers in Human Behavior 138, 107449 (2023), ISSN 0747-5632, https://doi.org/10.1016/j.chb.2022.107449 DOI: https://doi.org/10.1016/j.chb.2022.107449

Ridwan, R., Hamid, H., Aras, I.: Blended Learning in Research Statistics Course at The English Education Department of Borneo Tarakan University. International Journal of Emerging Technologies in Learning 15(07), 61–73 (2020), https://doi.org/10.3991/ijet.v15i07.13231 DOI: https://doi.org/10.3991/ijet.v15i07.13231

Salonen, A.O., Tapani, A., Suhonen, S.: Student Online Activity in Blended Learning: A Learning Analytics Perspective of Professional Teacher Education Studies in Finland. SAGE Open 11(4), 21582440211056612 (2021), https://doi.org/10.1177/21582440211056612 DOI: https://doi.org/10.1177/21582440211056612

Şentürk, C.: Effects of the blended learning model on preservice teachers’ academic achievements and twenty-first century skills. Education and Information Technologies 26(1), 35–48 (2021), ISSN 1573-7608, https://doi.org/10.1007/s10639-020-10340-y DOI: https://doi.org/10.1007/s10639-020-10340-y

Short, C.R., Graham, C.R., Holmes, T., Oviatt, L., Bateman, H.: Preparing Teachers to Teach in K-12 Blended Environments: A Systematic Mapping Review of Research Trends, Impact, and Themes. TechTrends 65(6), 993–1009 (2021), ISSN 1559-7075, https://doi.org/10.1007/s11528-021-00626-4 DOI: https://doi.org/10.1007/s11528-021-00626-4

Staker, H., Horn, M.B.: Classifying K-12 blended learning. Boston, MA: Innosight Institute (2012)

Sumarni, W., Sudarmin, S., Kadarwati, S.: Creative skill improvement of the teacher candidates in designing learning programs through a project-based blended learning. Journal of Physics: Conference Series 1918(3), 032026 (2021), https://doi.org/10.1088/1742-6596/1918/3/032026 DOI: https://doi.org/10.1088/1742-6596/1918/3/032026

Sutiah, S., Slamet, S., Shafqat, A., Supriyono, S.: Implementation of distance learning during the COVID-19 pandemic in faculty of education and teacher training. Cypriot Journal of Educational Sciences 15(5), 1204–1214 (2020), https://doi.org/10.18844/CJES.V15I5.5151 DOI: https://doi.org/10.18844/cjes.v15i5.5151

Theelen, H., Willems, M.C., van den Beemt, A., Conijn, R., den Brok, P.: Virtual internships in blended environments to prepare preservice teachers for the professional teaching context. British Journal of Educational Technology 51(1), 194–210 (2020), https://doi.org/10.1111/bjet.12760 DOI: https://doi.org/10.1111/bjet.12760

Vielma-Puente, J., Ruano, M.: Analysis of the usefulness of the basic program of teacher training in a blended learning modality. Estudios pedagógicos (Valdivia) 47, 289–298 (2021), ISSN 0718-0705, https://doi.org/10.4067/S0718-0705202100020028912 DOI: https://doi.org/10.4067/S0718-07052021000200289

Yan, Y., Chen, H.: Developments and Emerging Trends of Blended Learning: A Document Co-citation Analysis (2003–2020). International Journal of Emerging Technologies in Learning 16(24), 149–164 (2021), https://doi.org/10.3991/ijet.v16i24.25971 DOI: https://doi.org/10.3991/ijet.v16i24.25971

Zagouras, C., Egarchou, D., Skiniotis, P., Fountana, M.: Face to face or blended learning? A case study: Teacher training in the pedagogical use of ICT. Education and Information Technologies 27(9), 12939–12967 (2022), ISSN 1573–7608, https://doi.org/10.1007/s10639-022-11144-y DOI: https://doi.org/10.1007/s10639-022-11144-y