Research Article
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“It’s Like Flying a Plane While Constructing It”: Exploring Blended Formatted Courses in Teacher Preparation Programs Through the Instructor Perspective

Year 2021, Volume: 10 Issue: 2, 179 - 199, 31.08.2021

Abstract

The purpose of our case study was to center better understanding the perceptions and perspectives of approaches to blended instruction among teacher education faculty to improve teacher preparation programs. Data were collected before and during COVID-19 in the USA. Our findings indicated that the faculty consistently practiced differentiation of instruction in their blended formatted courses and viewed this mode of delivery as having a positive impact on preparing teacher candidates on teaching specific content and the skills needed as professional educators. Findings also revealed that the instructors faced obstacles, but they viewed this as a co-learning opportunity with their teacher candidates. With respect to COVID-19, our findings illustrated that successful adaptation of blended instruction among teacher educators is of an increased priority. The participants described the teaching techniques learned during the pandemic and stated they would incorporate these techniques to further improve their blended courses within teacher preparation in the future. We argue institutions should support faculty through investment in and promotion of faculty peer collaboration on structuring and designing blended courses.

Thanks

Acknowledgement The authors would like to thank Maria Geiger (Graduate Research Assistant) for providing feedback and commentary to an earlier draft version of this manuscript.

References

  • Anwer, M. (2020). Academic labor and the global pandemic: Revisiting life-work balance under COVID-19. Susan Bulkeley Butler Center for Leadership Excellence and ADVANCE Working Paper Series, 3(1), 5-13.
  • Aspden, L. & Helm, P. (2004). Making the connection in a blended learning environment. Educational Media International, 41(3), 245–252. https://doi.org/10.1080/09523980410001680851
  • Auster, C. (2016). Blended learning as a potentially winning combination of face-to-face and online learning: An exploratory study. Teaching Sociology, 44(1), 39-48. https://doi.org/10.1177/0092055X15619217
  • Aycock, A, Garnham, C., & Kaleta, R. (2002). Lessons learned from the hybrid course project. Teaching with Technology Today. 8(6).
  • Baker, C. (2010). The impact of instructor immediacy and presence for online student affective learning, cognition, and motivation. Journal of Educators Online, 7(1), 1-30.
  • Bower, M., Dalgarno, B., Kennedy, G., Lee, M., & Kenney, J. (2015). Design and implementation factors in blended synchronous learning environments: Outcomes from a cross-case analysis. Computers & Education, 86, 1–17. https://doi.org/10.1016/j.compedu.2015.03.006
  • Braun, V. & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. Camic, D. L. Long, A. T. Panter, D. Rindskopf, and K. J. Sher (Eds), APA Handbook of Research Methods in Psychology (pp. 57-71). Vol 2. American Psychological Association.
  • Chapman, S. J., Wong, C. Y., & Estudillo, A. G. (2020). Hurdle or pathway to learning? Student and instructor sentiment towards graduate-level hybrid learning. The International Journal of Technologies in Learning, 28(1), 1-15. https://doi.org/10.18848/2327-0144/CGP/v28i01/1-15
  • Charmaz, K. (1990). “Discovering” chronic illness: Using ground theory. Social Science and Medicine, 30, 1161-1172.
  • Chiero, R. & Beare, P. (2010). An evaluation of online versus campus-based teacher preparation programs. Journal of Online Learning and Teaching, 6(4), 780.
  • Christo-Baker, E. (2004). Distance education leadership in higher education institutions: explored within theoretical frameworks of organizational change and diffusion of innovations theory. In L. Cantoni & C. McLoughlin (Eds), Proceedings of world conference on educational multimedia, hypermedia and telecommunications 2004 (pp. 251–256). Chesapeake, VA: AACE.
  • Clark, D., Ethel, M. L., & Misra, J. (2020). Reflections on institutional equity for faculty in response to COVID-19. Susan Bulkeley Butler Center for Leadership Excellence and ADVANCE Working Paper Series, 3(1), 92-114.
  • Comas-Quinn, A. (2011). Learning to teach online or learning to become an online teacher: An exploration of teachers’ experiences in blended learning course. European Association for Computer Assisted Language Learning. 23(3). 218-232. https://doi.org/10.1017/S0958344011000152
  • Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches (3rd ed.). SAGE.
  • Darling-Hammond, L., Schachner, A., Edgerton, A. K., Badrinarayan, A., Cardichon, J., Cookson, P. W., Jr., Griffith, M., Klevan, S., Maier, A., Martinez, M., et al. (2020). Restarting and reinventing school: Learning in the time of COVID and beyond. Learning Policy Institute: Palo Alto, CA.
  • Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: The new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(1), 1-16. doi:10.1186/s41239-017-0087-5
  • Ferlazzo, L. (2020). Blended learning in the age of COVID-19. Education Week.
  • Gaylord-Harden, N., Adams-Bass, V., Bogan, E., Francis, L., Scott, J., Seaton, E., & Williams, J. (2020). Addressing inequities in education: Considerations for Black children and youth in the era of COVID-19. Statement of the Evidence, Society for Research in Child Development (SRCD).
  • Glazier, R. (2016). Building rapport to improve retention and success in online classes. Journal of Political Science Education, 12(4). https://doi.org/10.1080/15512169.2016.1155994
  • Graham, C. R. & Robison, R. (2007). Realizing the transformational potential of blended learning: Comparing cases of transforming blends and enhancing blends in higher education. In A. G. Picciano & C. D. Dziuban (Eds), Blended learning: research perspectives (pp. 83–110). Newburyport, MA: The Sloan Consortium.
  • Hall, S. & Villareal, D. (2015). The hybrid advantage: Graduate student perspectives of hybrid education courses. International Journal of Teaching and Learning in Higher Education. 27(1) 69-80.
  • Halverson, L.R. & Graham, C.R. (2019). Learner engagement in blended learning environments: A conceptual framework. Online Learning, 23(2), 145-178. https://doi.org/10.24059/olj.v23i2.1481
  • Helms, S. A. (2014). Blended/hybrid courses: A review of the literature and recommendations for instructional designers and educators. Interactive Learning Environments, 22(6), 804- 810. https://doi.org/10.1080/10494820.2012.745420
  • Hostetter, C. & Busch, M. (2013). Community matters: Social presence and learning outcomes. Journal of the Scholarship of Teaching and Learning, 13(1),77-86.
  • Jenkins, H., Clinton, K., Purushotma, R., Robinson, A. J., & Weigel, M. (2006). Confronting the challenges of participatory culture: Media education for the 21st century. Chicago, IL: The MacArthur Foundation.
  • Johnson, N., Veletsianos, G., & Seaman, J. (2020). U.S. faculty and administrators’ experiences and approaches in the early weeks of the COVID-19 pandemic. Online Learning, 24(2).
  • Kaleem, F., Jacobson, D., & Khan, F. (2016). Comparison of traditional flipped, and hybrid teaching methods in electrical engineering circuit analysis course. New Orleans Jazzed: Engineering Education. https://doi.org/10.18260/p.26540 Kenney, J. & Newcombe, E. (2011). Adopting a blended learning approach: Challenges encountered and lessons learned in an action research study. Journal of Asynchronous Learning Networks, 15(1), 47-59.
  • Kozikoglu, I. (2019). Analysis of the studies concerning flipped learning model: A comparative meta-synthesis study. International Journal of Instruction. 12(1). 851-868.
  • Lin, Q. (2008). Student satisfactions in four mixed courses in elementary teacher education program. Internet & Higher Education, 11(1), 53–59. https://doi-org.ezproxy.monmouth.edu/10.1016/j.iheduc.2007.12.005
  • Linder, K. E. (2017). Fundamentals of hybrid teaching and learning. In Linder K.E. (Ed.), Hybrid Teaching and Learning: New Directions for Teaching and Learning. Plano, TX: Jossey-Bass.
  • Liu, W. C. & Tan, O. S. (2015). Teacher effectiveness: Beyond results and accountability. In O. S. Tan & W. C. Liu (Eds.), Teacher effectiveness: Capacity building in a complex learning era (pp. 335–345). Cengage Learning Asia.
  • Lokey-Vega, A., Jorrín-Abellán, I. M., & Pourreau, L. (2018). Theoretical perspectives in K-12 online learning. In K. Kennedy & R. E. Ferdig (Eds.), Handbook of research on K-12 online and blended learning (2nd ed., pp. 65-90). Pittsburgh, PA: ETC Press.
  • López, L. M., Barajas-Gonzalez, R. G., Díaz, G., Moreno, F., & García Coll, C. (2020). Addressing inequities in education: Considerations for Latinx children and youth in the era of COVID-19. Statement of the Evidence, Society for Research in Child Development (SRCD).
  • Margolis, A. R., Porter, A. L., & Pitterle, M. E. (2017). Best practices for use of blended learning. American journal of pharmaceutical education, 81(3), 49. https://doi.org/10.5688/ajpe81349
  • Marquis, G. P. & Ghosh, S. (2017). Student preferences for a hybrid course. Journal of Education for Business, 92(3), 105–113. https://doi-org.ezproxy.monmouth.edu/10.1080/08832323.2017.1289886
  • Margulieux, L. E., Bujak, K. R., McCracken, W. M., & Majerich, D. M. (2014). Hybrid, blended, flipped, and inverted: Defining terms in a two dimensional taxonomy. Proceedings of the 12th Annual Hawaii International Conference on Education, Honolulu, HI, January. 5-9
  • Martin, J., Kreiger, J., & Apicerno, A. (2015). Effectiveness of a hybrid classroom in the delivery of medical terminology course content. Journal of the Scholarship of Teaching and Learning. 15(5), 72-81.
  • McGee, P. & Reis, A. (2012). Blended course design: A synthesis of best practices. Journal of Asynchronous Learning Networks. 16(4).
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.
  • Mumford, S. & Dikilitas, K. (2020). Pre-service language teachers’ reflection development through online interaction in a hybrid learning course. Computers & Education. 144. https://doi.org/10.1016/j.compedu.2019.103706
  • National Center of Education Statistics (2021). Fast facts: Distance learning. https://nces.ed.gov/fastfacts/display.asp?id=80
  • Norberg, A., Dziuban, C. D., & Moskal, P. D. (2011). A time-based blended learning model. On the Horizon, 19(3), 207–216. https://doi.org/10.1108/10748121111163913.
  • Oh, S. & Jonassen, D. (2007). Scaffolding online argumentation during problem solving. Journal of Computer Assisted Learning, 23(2), 95–110. https://doi.org/10.1111/j.1365-2729.2006.00206.x
  • Porter, W. W. & Graham, C. R. (2016). Institutional drivers and barriers to faculty adoption of blended learning in higher education. British Journal of Educational Technology, 47(4), 748–762. https://doi-org.ezproxy.monmouth.edu/10.1111/bjet.12269
  • Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 1-23. https://doi.org/10.1007/s42438-020-00155-y
  • Richardson, J. C., Besser, E., Koehler, A., Lim, J., & Strait, M. (2016). Instructors' perceptions of instructor presence in online learning environments. International Review of Research in Open and Distributed Learning, 17(4). https://doi.org/10.19173/irrodl.v17i4.2330
  • Ross, B & Gage, K. (2006). Global perspectives on blended learning: Insight from WebCT and our customers in higher education. In C.J. Bonk, C.R. Graham (Eds.), Handbook of blended learning: Global perspectives, local designs, Pfeiffer Publishing, San Francisco, CA, pp. 155-168
  • Rossman, G. B. & Rallis, S. F. (2003). Learning in the field: An introduction to qualitative research. Thousand Oaks, CA: Sage.
  • Rovai, A. P. & Jordan, H. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. International Review of Research in Open and Distance Learning, 5(2). https://doi.org/10.19173/irrodl.v5i2.192
  • Saldaña, J. (2016). The Coding Manual for Qualitative Researchers (3rd ed.). SAGE.
  • Sheridan, K. & Kelly, M. A. (2010). The indicators of instructor presence that are important to students in online courses. MERLOT Journal of Online Learning and Teaching, 6(4), 767–779.
  • Soles, B. & Maduli-Williams, D. (2019). Student perceptions of an accelerated online master's in education administration program through the lens of social presence. Educational Leadership and Administration, 30, 56-82.
  • Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: SAGE Publications.
  • Stavredes, T. (2011). Effective online teaching. San Francisco, CA: Jossey-Bass.
  • Thompson, V. L. & McDowell, Y. L. (2019). A case study comparing student experiences and success in an undergraduate mathematics course offered through online, blended, and face-to-face instruction. International Journal of Education in Mathematics, Science and Technology, 7(2), 116-136.
  • Tichavsky, Lisa P., Hunt, A. N., Driscoll, A. & Jicha, K. (2015) “It’s just nice having a real teacher”: Student perceptions of online versus face-to-face instruction. International Journal for the Scholarship of Teaching and Learning, 9(2). https://doi.org/10.20429/ijsotl.2015.090202
  • Vasileiou, K., Barnett, J., Thorpe, S., & Young, T. (2018). Characterising and justifying sample size sufficiency in interview-based studies: Systematic analysis of qualitative health research over a 15-year period. BMC Medical Research Methodology, 18(148), 1-18. https://doi.org/10.1186/s12874-018-0594-7
  • Vaughan, N. (2007). Perspectives on blended learning in higher education. International Journal on E-Learning. 6(1). 81-94.
  • Vesely, P., Bloom, L., & Sherlock, J. (2007). Key elements of building online community: Comparing faculty and student perceptions. MERLOT Journal of Online Learning and Teaching, 3(3), 234– 246.
  • Wong, C.Y. (2012). A case study of college level second language teachers’ perceptions and implementations of communicative language teaching. The Professional Educators 36(2), 1-17.
  • Wong, C.Y., Estudillo, A., Chapman, S. (2021). Blended Learning in Graduate Teacher Education Programs: Understanding Teacher Candidates’ Perceptions and Experiences. Currents in Teaching and Learning, 12(2), 97-109.
  • Wong, C.Y., Indiatsi, J., & Wong, G. (2016). ESL Teacher candidates’ perceptions of strengths and inadequacies of instructing Culturally and Linguistically Diverse Students: Post clinical experience. Journal of Cultural Diversity 23(2), 57-64.
  • Yin, R. K. (2009). Case study research: Design and methods (4th Ed.). SAGE.
Year 2021, Volume: 10 Issue: 2, 179 - 199, 31.08.2021

Abstract

References

  • Anwer, M. (2020). Academic labor and the global pandemic: Revisiting life-work balance under COVID-19. Susan Bulkeley Butler Center for Leadership Excellence and ADVANCE Working Paper Series, 3(1), 5-13.
  • Aspden, L. & Helm, P. (2004). Making the connection in a blended learning environment. Educational Media International, 41(3), 245–252. https://doi.org/10.1080/09523980410001680851
  • Auster, C. (2016). Blended learning as a potentially winning combination of face-to-face and online learning: An exploratory study. Teaching Sociology, 44(1), 39-48. https://doi.org/10.1177/0092055X15619217
  • Aycock, A, Garnham, C., & Kaleta, R. (2002). Lessons learned from the hybrid course project. Teaching with Technology Today. 8(6).
  • Baker, C. (2010). The impact of instructor immediacy and presence for online student affective learning, cognition, and motivation. Journal of Educators Online, 7(1), 1-30.
  • Bower, M., Dalgarno, B., Kennedy, G., Lee, M., & Kenney, J. (2015). Design and implementation factors in blended synchronous learning environments: Outcomes from a cross-case analysis. Computers & Education, 86, 1–17. https://doi.org/10.1016/j.compedu.2015.03.006
  • Braun, V. & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. Camic, D. L. Long, A. T. Panter, D. Rindskopf, and K. J. Sher (Eds), APA Handbook of Research Methods in Psychology (pp. 57-71). Vol 2. American Psychological Association.
  • Chapman, S. J., Wong, C. Y., & Estudillo, A. G. (2020). Hurdle or pathway to learning? Student and instructor sentiment towards graduate-level hybrid learning. The International Journal of Technologies in Learning, 28(1), 1-15. https://doi.org/10.18848/2327-0144/CGP/v28i01/1-15
  • Charmaz, K. (1990). “Discovering” chronic illness: Using ground theory. Social Science and Medicine, 30, 1161-1172.
  • Chiero, R. & Beare, P. (2010). An evaluation of online versus campus-based teacher preparation programs. Journal of Online Learning and Teaching, 6(4), 780.
  • Christo-Baker, E. (2004). Distance education leadership in higher education institutions: explored within theoretical frameworks of organizational change and diffusion of innovations theory. In L. Cantoni & C. McLoughlin (Eds), Proceedings of world conference on educational multimedia, hypermedia and telecommunications 2004 (pp. 251–256). Chesapeake, VA: AACE.
  • Clark, D., Ethel, M. L., & Misra, J. (2020). Reflections on institutional equity for faculty in response to COVID-19. Susan Bulkeley Butler Center for Leadership Excellence and ADVANCE Working Paper Series, 3(1), 92-114.
  • Comas-Quinn, A. (2011). Learning to teach online or learning to become an online teacher: An exploration of teachers’ experiences in blended learning course. European Association for Computer Assisted Language Learning. 23(3). 218-232. https://doi.org/10.1017/S0958344011000152
  • Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches (3rd ed.). SAGE.
  • Darling-Hammond, L., Schachner, A., Edgerton, A. K., Badrinarayan, A., Cardichon, J., Cookson, P. W., Jr., Griffith, M., Klevan, S., Maier, A., Martinez, M., et al. (2020). Restarting and reinventing school: Learning in the time of COVID and beyond. Learning Policy Institute: Palo Alto, CA.
  • Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: The new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(1), 1-16. doi:10.1186/s41239-017-0087-5
  • Ferlazzo, L. (2020). Blended learning in the age of COVID-19. Education Week.
  • Gaylord-Harden, N., Adams-Bass, V., Bogan, E., Francis, L., Scott, J., Seaton, E., & Williams, J. (2020). Addressing inequities in education: Considerations for Black children and youth in the era of COVID-19. Statement of the Evidence, Society for Research in Child Development (SRCD).
  • Glazier, R. (2016). Building rapport to improve retention and success in online classes. Journal of Political Science Education, 12(4). https://doi.org/10.1080/15512169.2016.1155994
  • Graham, C. R. & Robison, R. (2007). Realizing the transformational potential of blended learning: Comparing cases of transforming blends and enhancing blends in higher education. In A. G. Picciano & C. D. Dziuban (Eds), Blended learning: research perspectives (pp. 83–110). Newburyport, MA: The Sloan Consortium.
  • Hall, S. & Villareal, D. (2015). The hybrid advantage: Graduate student perspectives of hybrid education courses. International Journal of Teaching and Learning in Higher Education. 27(1) 69-80.
  • Halverson, L.R. & Graham, C.R. (2019). Learner engagement in blended learning environments: A conceptual framework. Online Learning, 23(2), 145-178. https://doi.org/10.24059/olj.v23i2.1481
  • Helms, S. A. (2014). Blended/hybrid courses: A review of the literature and recommendations for instructional designers and educators. Interactive Learning Environments, 22(6), 804- 810. https://doi.org/10.1080/10494820.2012.745420
  • Hostetter, C. & Busch, M. (2013). Community matters: Social presence and learning outcomes. Journal of the Scholarship of Teaching and Learning, 13(1),77-86.
  • Jenkins, H., Clinton, K., Purushotma, R., Robinson, A. J., & Weigel, M. (2006). Confronting the challenges of participatory culture: Media education for the 21st century. Chicago, IL: The MacArthur Foundation.
  • Johnson, N., Veletsianos, G., & Seaman, J. (2020). U.S. faculty and administrators’ experiences and approaches in the early weeks of the COVID-19 pandemic. Online Learning, 24(2).
  • Kaleem, F., Jacobson, D., & Khan, F. (2016). Comparison of traditional flipped, and hybrid teaching methods in electrical engineering circuit analysis course. New Orleans Jazzed: Engineering Education. https://doi.org/10.18260/p.26540 Kenney, J. & Newcombe, E. (2011). Adopting a blended learning approach: Challenges encountered and lessons learned in an action research study. Journal of Asynchronous Learning Networks, 15(1), 47-59.
  • Kozikoglu, I. (2019). Analysis of the studies concerning flipped learning model: A comparative meta-synthesis study. International Journal of Instruction. 12(1). 851-868.
  • Lin, Q. (2008). Student satisfactions in four mixed courses in elementary teacher education program. Internet & Higher Education, 11(1), 53–59. https://doi-org.ezproxy.monmouth.edu/10.1016/j.iheduc.2007.12.005
  • Linder, K. E. (2017). Fundamentals of hybrid teaching and learning. In Linder K.E. (Ed.), Hybrid Teaching and Learning: New Directions for Teaching and Learning. Plano, TX: Jossey-Bass.
  • Liu, W. C. & Tan, O. S. (2015). Teacher effectiveness: Beyond results and accountability. In O. S. Tan & W. C. Liu (Eds.), Teacher effectiveness: Capacity building in a complex learning era (pp. 335–345). Cengage Learning Asia.
  • Lokey-Vega, A., Jorrín-Abellán, I. M., & Pourreau, L. (2018). Theoretical perspectives in K-12 online learning. In K. Kennedy & R. E. Ferdig (Eds.), Handbook of research on K-12 online and blended learning (2nd ed., pp. 65-90). Pittsburgh, PA: ETC Press.
  • López, L. M., Barajas-Gonzalez, R. G., Díaz, G., Moreno, F., & García Coll, C. (2020). Addressing inequities in education: Considerations for Latinx children and youth in the era of COVID-19. Statement of the Evidence, Society for Research in Child Development (SRCD).
  • Margolis, A. R., Porter, A. L., & Pitterle, M. E. (2017). Best practices for use of blended learning. American journal of pharmaceutical education, 81(3), 49. https://doi.org/10.5688/ajpe81349
  • Marquis, G. P. & Ghosh, S. (2017). Student preferences for a hybrid course. Journal of Education for Business, 92(3), 105–113. https://doi-org.ezproxy.monmouth.edu/10.1080/08832323.2017.1289886
  • Margulieux, L. E., Bujak, K. R., McCracken, W. M., & Majerich, D. M. (2014). Hybrid, blended, flipped, and inverted: Defining terms in a two dimensional taxonomy. Proceedings of the 12th Annual Hawaii International Conference on Education, Honolulu, HI, January. 5-9
  • Martin, J., Kreiger, J., & Apicerno, A. (2015). Effectiveness of a hybrid classroom in the delivery of medical terminology course content. Journal of the Scholarship of Teaching and Learning. 15(5), 72-81.
  • McGee, P. & Reis, A. (2012). Blended course design: A synthesis of best practices. Journal of Asynchronous Learning Networks. 16(4).
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.
  • Mumford, S. & Dikilitas, K. (2020). Pre-service language teachers’ reflection development through online interaction in a hybrid learning course. Computers & Education. 144. https://doi.org/10.1016/j.compedu.2019.103706
  • National Center of Education Statistics (2021). Fast facts: Distance learning. https://nces.ed.gov/fastfacts/display.asp?id=80
  • Norberg, A., Dziuban, C. D., & Moskal, P. D. (2011). A time-based blended learning model. On the Horizon, 19(3), 207–216. https://doi.org/10.1108/10748121111163913.
  • Oh, S. & Jonassen, D. (2007). Scaffolding online argumentation during problem solving. Journal of Computer Assisted Learning, 23(2), 95–110. https://doi.org/10.1111/j.1365-2729.2006.00206.x
  • Porter, W. W. & Graham, C. R. (2016). Institutional drivers and barriers to faculty adoption of blended learning in higher education. British Journal of Educational Technology, 47(4), 748–762. https://doi-org.ezproxy.monmouth.edu/10.1111/bjet.12269
  • Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 1-23. https://doi.org/10.1007/s42438-020-00155-y
  • Richardson, J. C., Besser, E., Koehler, A., Lim, J., & Strait, M. (2016). Instructors' perceptions of instructor presence in online learning environments. International Review of Research in Open and Distributed Learning, 17(4). https://doi.org/10.19173/irrodl.v17i4.2330
  • Ross, B & Gage, K. (2006). Global perspectives on blended learning: Insight from WebCT and our customers in higher education. In C.J. Bonk, C.R. Graham (Eds.), Handbook of blended learning: Global perspectives, local designs, Pfeiffer Publishing, San Francisco, CA, pp. 155-168
  • Rossman, G. B. & Rallis, S. F. (2003). Learning in the field: An introduction to qualitative research. Thousand Oaks, CA: Sage.
  • Rovai, A. P. & Jordan, H. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. International Review of Research in Open and Distance Learning, 5(2). https://doi.org/10.19173/irrodl.v5i2.192
  • Saldaña, J. (2016). The Coding Manual for Qualitative Researchers (3rd ed.). SAGE.
  • Sheridan, K. & Kelly, M. A. (2010). The indicators of instructor presence that are important to students in online courses. MERLOT Journal of Online Learning and Teaching, 6(4), 767–779.
  • Soles, B. & Maduli-Williams, D. (2019). Student perceptions of an accelerated online master's in education administration program through the lens of social presence. Educational Leadership and Administration, 30, 56-82.
  • Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: SAGE Publications.
  • Stavredes, T. (2011). Effective online teaching. San Francisco, CA: Jossey-Bass.
  • Thompson, V. L. & McDowell, Y. L. (2019). A case study comparing student experiences and success in an undergraduate mathematics course offered through online, blended, and face-to-face instruction. International Journal of Education in Mathematics, Science and Technology, 7(2), 116-136.
  • Tichavsky, Lisa P., Hunt, A. N., Driscoll, A. & Jicha, K. (2015) “It’s just nice having a real teacher”: Student perceptions of online versus face-to-face instruction. International Journal for the Scholarship of Teaching and Learning, 9(2). https://doi.org/10.20429/ijsotl.2015.090202
  • Vasileiou, K., Barnett, J., Thorpe, S., & Young, T. (2018). Characterising and justifying sample size sufficiency in interview-based studies: Systematic analysis of qualitative health research over a 15-year period. BMC Medical Research Methodology, 18(148), 1-18. https://doi.org/10.1186/s12874-018-0594-7
  • Vaughan, N. (2007). Perspectives on blended learning in higher education. International Journal on E-Learning. 6(1). 81-94.
  • Vesely, P., Bloom, L., & Sherlock, J. (2007). Key elements of building online community: Comparing faculty and student perceptions. MERLOT Journal of Online Learning and Teaching, 3(3), 234– 246.
  • Wong, C.Y. (2012). A case study of college level second language teachers’ perceptions and implementations of communicative language teaching. The Professional Educators 36(2), 1-17.
  • Wong, C.Y., Estudillo, A., Chapman, S. (2021). Blended Learning in Graduate Teacher Education Programs: Understanding Teacher Candidates’ Perceptions and Experiences. Currents in Teaching and Learning, 12(2), 97-109.
  • Wong, C.Y., Indiatsi, J., & Wong, G. (2016). ESL Teacher candidates’ perceptions of strengths and inadequacies of instructing Culturally and Linguistically Diverse Students: Post clinical experience. Journal of Cultural Diversity 23(2), 57-64.
  • Yin, R. K. (2009). Case study research: Design and methods (4th Ed.). SAGE.
There are 63 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Chiu-yin (cathy) Wong 0000-0001-9973-751X

Antonio Estudillo This is me 0000-0003-0218-9620

Publication Date August 31, 2021
Published in Issue Year 2021 Volume: 10 Issue: 2

Cite

APA Wong, C.-y. (., & Estudillo, A. (2021). “It’s Like Flying a Plane While Constructing It”: Exploring Blended Formatted Courses in Teacher Preparation Programs Through the Instructor Perspective. Journal of Teacher Education and Educators, 10(2), 179-199.