Abstract
Although blended learning has been considered as an important alternative approach that can overcome various limitations related to both face-to-face and online learning, there is relatively limited empirical studies on blended learning approach in teacher education programs. Therefore, the purpose of this article is to review empirical research studies on teacher education programs using activity theory. A review of empirical research on blended learning could help to stimulate reflections on effective strategies for design and implementation of blended learning teacher education programs.
Similar content being viewed by others
Explore related subjects
Discover the latest articles, news and stories from top researchers in related subjects.References
Ajayi, L. (2009). An exploration of pre-service teachers’ perceptions of learning to teach while using asynchronous discussion board. Educational Technology & Society, 12(2), 86–100.
Allen, I. E., Seaman, J., & Garrett, R. (2007). Blending in: The extent and promise of blended education in the United States. Retrieved August 12, 2011, from http://sloanconsortium.org/publications/survey/pdf/Blending_In.pdf.
Altun, A., Gulbahar, Y., & Madran, O. (2008). Use of a Content Management System for Blended Learning: Perceptions of Pre-Service Teacher. Turkish Online Journal of Distance Education, 9(4), 138–153.
Arnold, N., & Paulus, T. (2010). Using a social networking site for experiential learning: appropriating, lurking, modeling and community building. The Internet and Higher Education, 13(4), 188–196.
Aspden, L., & Helm, P. (2004). Making the connection in a blended learning environment. Educational Media International, 41(3), 245.
Barab, S., Schatz, S., & Scheckler, R. (2004). Using activity theory to conceptualize online community and using online community to conceptualize activity theory. Mind, Culture, and Activity, 11(1), 25–47.
Barnett, M., Harwood, W., Keating, T., & Saam, J. (2002). Using emerging technologies to help bridge the gap between university theory and classroom practice: challenges and successes. School Science and Mathematics, 102(6), 299–313.
Bliuc, A. M., Goodyear, P., & Ellis, R. A. (2007). Research focus and methodological choices in studies into students’ experiences of blended learning in higher education. The Internet and Higher Education, 10(4), 231–244.
Campbell, C., & Martin, D. (2010). Interactive whiteboards and the first year experience: Integrating IWBs into pre-service teacher education. Australian Journal of Teacher Education, 35(6), 68–75.
Chamberlin, S. A., & Moon, S. (2005). Model-eliciting activities: an introduction to gifted education. Journal of Secondary Gifted Education, 17, 37–47.
Collis, B., & Margaryan, A. (2004). Applying activity theory to computer supported collaborative learning and work-based activities in corporate settings. Educational Technology Research and Development, 52(4), 38–52.
Collopy, R. M. B., & Arnold, J. M. (2009). To blend or not to blend: online and blended learning environments in undergraduate teacher education. Issues in Teacher Education, 18(2), 85–101.
Compton, L., Davis, N., & Correia, A. (2010). Pre-service teachers’ preconceptions, misconceptions, and concerns about virtual schooling. Distance Education, 31(1), 37.
Conrad, D. (2002). Deep in the hearts of learners: insights into the nature of online community. Journal of Distance Education, 17(1), 1–19.
Dede, C. (Ed.). (2006). Online professional development for teachers: Emerging models and methods. Cambridge: Harvard Education Press.
Dziuban, C., Hartman, J., Moskal, P., Sorg, S., & Truman, B. (2004). Three ALN modalities: An institutional perspective. In J. Bourne & J. C. Moore (Eds.), Elements of quality online education: Into the mainstream (pp. 127–148). Needham: Sloan-Consortium.
EL-Deghaidy, H., & Nouby, A. (2008). Effectiveness of a blended e-learning cooperative approach in an Egyptian teacher education programme. Computers & Education, 51(3), 988–1006.
Engestrom, Y. (2001). Expansive learning at work: toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133–157.
Goodyear, P., Salmon, G., Spector, J. M., Steeples, C., & Tickner, S. (2001). Competences for online teaching: a special report. Educational Technology, Research and Development, 49(1), 65–72.
Graff, M. G. (2003). Individual differences in sense of classroom community in a blended learning environment. Journal of Educational Media, 28(2–3), 203–210.
Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. Bonk & C. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs (pp. 3–21). San Francisco: Pfeiffer.
Hixon, E., & So, H. (2009). Technology’s role in field experiences for preservice teacher training. Educational Technology & Society, 12(4), 294–304.
Hobbs, K. (2009). The importance of etiquette in online virtual environments, Retrieved August, 10, 2011, from http://www.scribd.com/doc/16975393/The-Importance-of-Etiquette-in-Online-Virtual-Environments.
Hong (2008). Blending online components into traditional instruction in pre-service teacher education: The good, the bad, and the ugly. International Journal for the Scholarship of Teaching and Learning, 2(2).
Issroff, K., & Scanlon, E. (2002). Using technology in higher education: an activity theory perspective. Journal of Computer Assisted Learning, 18(1), 77–83.
Kaptelinin, V., Nardi, B., & Macaulay, C. (1999). The Activity Checklist: A tool for representing the “space” of context. Interactions magazine, July, 27–39.
Karasavvidis, L. (2009). Activity Theory as a theoretical framework for the study of blended learning: a case study. In Proceedings of the 6th International Conference on Networked Learning.
Khine, M. S., & Lourdusamy, A. (2003). Blended learning approach in teacher education: combining face-to-face instruction, multimedia viewing and online discussion. British Journal of Educational Technology, 34(5), 671–675.
Korkmaz, O & Karakus, U. (2009). The Impact of Blended Learning Model on Student Attitudes Towards Geography Course and Their Critical Thinking Dispositions and Levels. The Turkish Online Journal of Educational Technology, 8(4), 51–63.
Kupetz, R., & Ziegenmeyer, B. (2005). Blended learning in a teacher training course: Integrated interactive e-learning and contact learning. ReCall, 17(2), 179–196.
Lantolf, J. P., & Appel, G. (1994). Theoretical framework: An introduction to Vygotskian perspectives on second language research. In J. P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 1–32). Norwood: Ablex.
Lin, Q. (2008). Student satisfactions in four mixed courses in elementary teacher education program. Internet and Higher Education, 11(1), 53–59.
Lock, J. (2006). New image: online communities to facilitate teacher professional development. Journal of Technology and Teacher Education, 14(4), 663–678.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Retrieved August 23, 10, 2011, from http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf.
Miyazoe, T., & Anderson, T. (2010). Empirical Research on Learners’ Perceptions: Interaction Equivalency Theorem in Blended Learning. EURODL, 4(07). Retrieved from http://www.eurodl.org/?article=397
Molebash, P. (2004). Pre-service teacher perceptions of a technology-enrich methods course. Contemporary Issues in Technology and Teacher Education, 3(4), 412–432.
Mouzakis, C. (2008). Teachers’ perceptions of the effectiveness of a blended learning approach for ICT teacher training. Journal of Technology and Teacher Education, 16(4), 459–481.
Oliver, M., & Trigwell, K. (2005). Can blended learning be redeemed? E-Learning, 2(2), 17–26.
Palloff, R. M., & Pratt, K. (1999). Building learning communities in cyberspace: Effective strategies for the online classroom. San Francisco: Jossey-Bass.
Parker, D., Robinson, L., & Hannafin, R. (2008).Blending technology and effective pedagogy in a core Course for preservice teachers. Journal of Computing in Teacher Education, 24(2), 49–54.
Preece, J. (2004). Etiquette online: from nice to necessary. Communications of the ACM, 47(4), 56–61.
Ryan, J., & Scott, A. (2008). Integrating technology into teacher education: How online discussion can be used to develop informed and critical literacy teachers. Teaching and Teacher Education, 24, 1635–1644.
Schlager, M., Fusco, J., & Schank, P. (2002). Evolution of an online education community of practice. In K. A. Renninger & W. Shumar (Eds.), Building virtual communities: Learning and change in cyberspace (pp. 129–158). New York: Cambridge University Press.
Simpson, M. (2008). Attempting to realise the potential of blended learning: An initial teacher education case study. In Hello! Where are you in the landscape of educational technology? In Proceedings of the 2008 ascilite Conference.
Smith, R., Clark, T., & Blomeyer, R. L. (2005). A synthesis of new research on K-12 online learning. Naperville: Learning Point Associates.
Tsai, C., Shen, P., & Tsai, M. (2011). Developing an appropriate design of blended learning with web-enabled self-regulated learning to enhance students’ learning and thoughts regarding online learning. Behaviour & Information Technology, 30(2), 261.
Turvey, K. (2010). Pedagogical-research designs to capture the symbiotic nature of professional knowledge and learning about e-learning in initial teacher education in the UK. Computers & Education, 54(3), 783–790.
Vesisenaho, M., Valtonen, T., Kukkonen, J., Havu-Nuutinen, S., Hartikainen, A., & Karkkainen, S. (2010). Blended learning with everyday technologies to activate students’ collaborative learning. Science Education International, 21(4), 272–283.
Vygotsky, L. S. (1978). Mind in society: The Development of higher psychological processes. Cambridge: Harvard University Press.
Wang, Y., Bonk, C., Delandshere, G., & Brush, T. (2008). Mixed methods for research on blended learning in teacher education. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 4359–4361). Chesapeake: AACE.
Wingard, R. G. (2004). Classroom teaching changes in web-enhanced courses: a multiinstitutional study. Educause Quarterly, 27(1), 26–35.
Yaman, M., & Graf, D. (2010). Evaluation of an international blended learning cooperation project in biology teacher education. Turkish Online Journal of Educational Technology TOJET, 9(2), 87–96.
Yeh, Y., Huang, L., & Yeh, Y. (2011). Knowledge management in blended learning: effects on professional development in creativity instruction. Computers & Education, 56(1), 146–156.
Yilmaz, M. B. & Orhan, F. (2010). Pre-service English teachers in blended learning environment in respect to their learning approaches. The Turkish Online Journal of Educational Technology, 9(1), 157-164.
Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks: Sage.
Zhao, Y. (2003). Recent developments in technology and language learning: a literature review and meta-analysis. CALICO Journal, 21(1), 7–27.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Keengwe, J., Kang, JJ. A review of empirical research on blended learning in teacher education programs. Educ Inf Technol 18, 479–493 (2013). https://doi.org/10.1007/s10639-011-9182-8
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10639-011-9182-8