International Journal for the Scholarship of Teaching and Learning
Volume 2, Number 1, January 2008
Return to current issues pageResearch Article
Abstract
Blending Online Components into Traditional Instruction in Pre-Service Teacher Education: The Good, the Bad, and the Ugly
This study investigated the effectiveness of using online instruction as a supplement to a face-to-face introductory technology education course. Survey data were collected from 46 pre-service teachers. Findings indicated that when traditional face-to-face instruction was combined with online components, learning was enhanced over a single delivery mode. However, the blended approach adopted in this course also brought unexpected challenges for both students and the instructor. The paper identified good teaching and learning practices arising from blended instruction and presented lessons learned for future design and implementation for blended instruction.
Key words: blended instruction, Seven Principles of Good Practices, pre-service teacher education, traditional instruction
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Hong Lin
Oklahoma State University
Stillwater, USA
hong.lin@okstate.edu
I earned my Ph.D. degree from the Department of Learning and Performance System at the Pennsylvania State University, USA. Prior to that, I received two Master's degrees from the same Department and a B.A. from a university in the People's Republic of China. My research interests include online education, blended learning, assessment, and the ethical applications of instructional technology in higher education. My recent articles have appeared in such top journals as Educational Technology Research and Development (ET R & D) and Performance Improvement Quarterly (PIQ) in the field of instructional Technology. One of my papers received the top-ten outstanding scholarly papers award from the Association of Human Recourse Development in 2007. Currently, I am Manager of Faculty Development in the Institute for Teaching and Learning Excellence at Oklahoma State University. In that position, I lead university-wide faculty development initiatives such as workshops, conferences, online instruction, and technology integration.