NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1082893
Record Type: Journal
Publication Date: 2015
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1179-7665
Blended Online Learning in Initial Teacher Education: A Professional Inquiry into Pre-Service Teachers' Inquiry Projects
Hunt, Anne-Marie
Journal of Open, Flexible and Distance Learning, v19 n2 p48-60 2015
Online and blended learning bring opportunities and challenges, including more opportunities for authentic activities (Gikandi, Morrow, & Davis, 2011). Blended online environments are now a common mode for pre-service teacher education, providing interesting opportunities to develop and showcase alternative approaches that blend with practice in the field. This paper presents a case study of an online course that supported 55 student teacher inquiries into the practice of teaching. The author describes some successful strategies, using a range of e-learning tools, including the university's Moodle learning management system, in the professional inquiry focused course that she led. The study informs course and programme redesign to encourage student teachers to develop their own networks of practice during pre-service tertiary education.
DEANZ: New Zealand Association for Open, Flexible and Distance Learning. Open Polytechnic, 3 Cleary Street Private Bag 31914, Lower Hutt 5040, New Zealand. Tel: +64-3-345-8246; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A