A structured, multi-mode professional development programme on blended learning and its influences on the participants' TPACK
by Muhammad Hafiz; Theresa Kwong
International Journal of Smart Technology and Learning (IJSMARTTL), Vol. 1, No. 3, 2019

Abstract: The use of blended learning pedagogy in universities classes has grown over the years. However, literature seemed to suggest that there is a lack of professional development to guide teachers on blended learning pedagogy. Most existing professional development programmes tend to be short, lack well-designed structures and do not seem to provide participants with opportunities to experience blended learning themselves. The study investigated the effect of a structured and multi-mode professional development programme on blended learning. The programme is based on experiential learning which allows participants to develop their mastery of blended learning through a series of face-to-face, synchronous and asynchronous online learning. The culmination of the programme is the development of a learning innovation plan that encourages participants to reflect on their individual blended learning approaches. An increase in teacher participants' technological, pedagogical and content knowledge (TPACK) was observed at the end of the study.

Online publication date: Tue, 07-May-2019

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