SUCCESS LEVEL OF A HYBRID TRAINING IN TEACHER EDUCATION: EXPERIENCES IN A DEVELOPING COUNTRY

Keywords: Blended Training, Educational Technology, ICT in Teacher Education

Abstract

Studies show that blended learning promotes collaborative learning. However, blended learning is always a challenge when Internet infrastructure is limited. This paper describes the success levels of the 6-month blended learning course for teacher educators in four provinces in the central part of the Philippines. The blended training was aimed to increase the ability to add value to economic output by applying knowledge of school subjects to solve complex problems encountered in the real world situations of work and life. Success levels were measured using retention rate, Constructivist Online Learning Environment model, Online Environment Elements model, and New Kirkpatrick Model. Of the 60 registered teacher-trainees, only 15 completed the training. It was concluded that the blended training was evaluated very successfully.

Downloads

Download data is not yet available.

Author Biographies

Dave E. Marcial, Silliman University, Dumaguete City, Negros Oriental
Associate Professor, Ph.D. in Education, Dean
Dae P. Habalo, Department of Education Division of Negros Oriental
Master in Business Administration, Senior Education Program Specialist

References

EDUCAUSE. Blended learning. Retrieved November 3, 2017, from https://library.educause.edu/topics/teaching-and-learning/blended-learning, 2017.

UNESCO Bangkok. Blended Learning for Quality Higher Education: Selected Case Studies on Implementation from Asia-Pacific. Retrieved November 3, 2017 from http://bangkok.unesco.org/content/blended-learning-quality-higher-education-selected-case-studies-implementation-asia-pacific, Sep 25, 2017.

M. Trucano. Knowledge Maps: ICTs in Education. Washington, DC: infoDev / World Bank. Retrieved from November from http://www.infodev.org/articles/use-specific-ict-tools-education, 2005.

M. Kaur, Blended Learning - Its Challenges and Future, In Procedia - Social and Behavioral Sciences, ISSN 1877-0428, https://doi.org/10.1016/j.sbspro.2013.09.248. (http://www.sciencedirect.com/science/article/pii/S187704281303351X), vol 93, 612-617, 2013.

A. Majumdar. Organizational Blended Learning – Five Common Challenges and Solutions. Retrieved from https://www.gc-solutions.net/blog/organizational-blended-learning-five-common-challenges-and-solutions/, July 16, 2015.

P. Taylor & D. Maor. The Constructivist On-Line Learning Environment Survey (COLLES). Retrieved September 15, 2014, from A Free Tool to Help Teachers Survey Students: http://surveylearning.moodle.com/colles/

Florida Gulf Coast University. Evaluation of Online Course (based on Principles of Online Design. Retrieved September 16, 2014, from Principles of Online Design: http://www.fgcu.edu/onlinedesign/

B. Burnsed. Online Universities: Retention Rate Data. Retrieved September 20, 2014, from U.S. News & World Report LP: http://www.usnews.com/education/online-education/articles/2010/10/22/online-universities-retention-rate-data, 2010.

D. Luzer. How Online College Could Hurt Graduation Rates. Retrieved September 21, 2014, from Washington Monthly: http://www.washingtonmonthly.com/college_guide/blog/how_online_college_could_hurt.php#, 2012.

D. Koller, A. Ng, C. Do, & Z. Chen. Retention and Intention in Massive Open Online Courses: In Depth. Retrieved August 29, 2014, from EDUCAUSE Review Online: http://www.educause.edu/ero/article/retention-and-intention-massive-open-online-courses-depth-0, 2013.

Published
2017-12-30
How to Cite
Marcial, D. E., & Habalo, D. P. (2017). SUCCESS LEVEL OF A HYBRID TRAINING IN TEACHER EDUCATION: EXPERIENCES IN A DEVELOPING COUNTRY. Information Technologies and Learning Tools, 62(6), 140-150. https://doi.org/10.33407/itlt.v62i6.1806
Section
ICT and learning tools in the higher education establishments