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

Authors

DOI:

https://doi.org/10.33407/itlt.v62i6.1806

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.

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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

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Published

2017-12-30

How to Cite

[1]
D. E. Marcial and D. P. Habalo, “SUCCESS LEVEL OF A HYBRID TRAINING IN TEACHER EDUCATION: EXPERIENCES IN A DEVELOPING COUNTRY”, ITLT, vol. 62, no. 6, pp. 140–150, Dec. 2017.

Issue

Vol. 62 No. 6 (2017)

Section

ICT and learning tools in the higher education establishments

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