跳至主要内容

Lessons Learnt: Support Interventions during a Blended Course for Teacher-Educators from Urban and Rural Settings

Read full paper at:
http://www.scirp.org/journal/PaperInformation.aspx?PaperID=47157#.VGBOwWfHRK0

This comparative case study research focused on the design and delivery of a blended Programme for professional working teacher-educators from both urban and rural settings. The overall purpose of the Programme was to enhance the educators’ Information Communication Technologies (ICT) skills, with emphasis on eTools for supporting teaching-and-learning methodologies. Two groups of teacher-educators undertook the course as part of their Professional Development (PD). For the educators situated in the rural setting, the course was integrated into their Bachelor of Education (Honours) Degree Programme. A strong facilitation and support approach was maintained throughout the Programme to encourage self-directed learning. A case study approach was adopted to explore the experiences in the overall implementation and impact of the Programme. The research reflects on the findings which include: Programme design and structure; critical face-to-face interaction; access to resources impact time management; design a support structure for the monitoring and evaluation of the Programme; educators as self-directed learners; eTools enhance teaching-and-learning methodologies; and personal barriers which hinder Programme commitment.
Cite this paper
Stoltenkamp, J. , Kabaka, M. and Braaf, N. (2014) Lessons Learnt: Support Interventions during a Blended Course for Teacher-Educators from Urban and Rural Settings. Creative Education, 5, 924-935. doi: 10.4236/ce.2014.511105. 
 

[1] Bailey, J., Ellis, S., Schneider, C., & Ark, T. V. (2013). Blended Learning Implementation Guide. Version 1.0.
http://net.educause.edu/ir/library/pdf/CSD6190.pdf
[2] Bath, D., & Bourke, G. (2011). The Blending of Blended Learning: An Experiential Approach to Academic Staff Development. http://www.ascilite.org.au/conferences/hobart11/downloads/papers/Bath-concise.pdf
[3] Bejerano, A. (2008). Face-to-Face or Online Instruction? Face-to-Face Is Better.
http://www.natcom.org/CommCurrentsArticle.aspx?id=884
[4] Bingimlas, K. A. (2009). Barriers to the Successful Integration of ICT in Teaching and Learning: A Review of Literature. Eurosia Journal of Matematics, Science and Technology Education, 5, 235-245.
[5] Buabeng-Andoh, C. (2012). Factors Influencing Teachers’ Adoption and Integration of Information and Communication Technology into Teaching: A Review of the Literature. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 8, 136-155.
[6] Department of Education (DoE), South Africa (2004). Draft White Paper on e-Education: Transforming Learning and Teaching through ICT. Pretoria.
[7] 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, MA: Sloan Center for Online Education.
[8] EDUCAUSE, Diaz, V., & Strickland, J. (2009). EDUCAUSE Learning Initiatives, Unit 7: Implementing Blended Learning.
http://net.educause.edu/ir/library/pdf/ELI80077.pdf
[9] Egenti, M. N., & Omoruyi, F. E. O. (2011). Challenges of Women Participation in Continuing Higher Education Programme: Implications for Adult Women Counseling and Education. African Journals Online, 4.
[10] eLearning Africa Report (2013). The eLearning Africa Report.
http://www.elearning-africa.com/media_library_publications_ela_report_2013.php
[11] Evoh, C. J. (2007). Policy Networks and the Transformation of Secondary Education through ICTs in Africa: The Prospects and Challenges of the NEPAD e-Schools Initiative. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 3, 64-84.
[12] Gay, S. M. (1997). Teaching with Technology: A Case Study of Teachers’ Perceptions of Implementing Computers into the Classroom. Unpublished Dissertation.
[13] Glen, F., & Isaacs, I. (2007). Survey of ICT and Education in Africa; ICT and Education Series. An InfoDev Research Project. http://www.infodev.org/infodev-files/resource/InfodevDocuments_353.pdf
[14] Goktas, Y., Yildirim, S., & Yildirim, Z. (2009). Main Barriers and Possible Enablers of ICTs Integration into Pre-Service Teacher Education Programs. Educational Technology & Society, 12, 193-204.
[15] Haydn, T. (2009). Teacher Education and ICT: Some Points for Consideration from the UK (pp 1-4).
http://www.oecd.org/edu/ceri/41674026.pdf
[16] Hennessy, S., & Onguko, B. (2010). Developing the Use of Information and Communication Technology to Enhance Teaching and Learning in East African Schools: Review of the Literature.
http://www.educ.cam.ac.uk/centres/cce/publications/CCE_Report1_LitRevJune0210.pdf
[17] ICT Africa (2013). Only 17% of Schools in South Africa Are Connected.
http://www.ictafrica.info/FullNews.php?id=10585.
[18] Ifeoma, E. R., & Olusola.adu. E. (2013). The Teachers and the Use of ICT for Professional Development.
http://ictforafrica.org/attachments/section/4/ict4africa2013_submission_34.pdf
[19] Ikamva.uwc.ac.za. (2014). Design an Online Course: Discussion Forum.
https://ikamva.uwc.ac.za/portal/site/1431d707-8a50-4d45-94b5-1cf04fe35214/page/b58602d1-0855-49f0-998b-c0ee5f465d26
[20] Johnson, C., & Marsh, D. (2013). The Laureate English Program Taking a Research Informed Approach to Blended Learning. Higher Learning Research Communications, 3. http://journals.sfu.ca/liu/index.php/HLRC/article/viewFile/103/96
[21] Koller, V., Harvey, S., & Magnotta, M. (2006). Technology-Based Learning Strategies. Social Policy Research Associates Inc. http://www.doleta.gov/reports/papers/TBL_Paper_FINAL.pdf
[22] Marsh, D. (2012). Blended Learning Creating Learning Opportunities for Language Learners. New York: Cambridge University Press.
[23] McGee, P. (2013). Looking for the Pedagogy in Blended Course Design.
http://www.educause.edu/library/resources/looking-pedagogy-blended-course-design
[24] OECD (Organisation for Economic Corporation and Development) (2003). Beyond Rhetoric: Adult Learning Policies and Practices. Report. http://www.edra.gr/pdf/9103011E-OECD.pdf
[25] Oludolapo, O. O. (2010). Bridging the Digital Divide and the Impact of New Media Technologies on Development in South Africa. In S. Soomro (Ed.), New Achievements in Technology Education and Development (460 pages hard copy). University Campus Europe: In Tech Publishers.
[26] Osguthorpe, R. T., & Graham, C. R. (2003). Blended Learning Environments: Definitions and Directions. The Quarterly Review of Distance Education, 4, 227-233.
[27] Otieno, S. (2007). Africa: Call to Equip African Teachers With ICT Skills.
http://allafrica.com/stories/200706010157.html
[28] Owston, R. D., Sinclair, M., & Wideman, H. (2008). Blended Learning for Professional Development: An Evaluation of a Program for Middle School Mathematics and Science Teachers. Teachers College Record, 110, 1033-1064.
[29] Pape, L. (2010). Blended Teaching & Learning. The School Administrator, 67.
http://www.aasa.org/SchoolAdministratorArticle.aspx?id=12924
[30] Precel, K., Eshet-Alkalai, Y., & Alberton, Y. (2009). Pedagogical and Design Aspects of a Blended Learning Course. International Review of Research in Open & Distance Learning, 10.
[31] Rowley, K., Bunker, E., & Cole, D. (2002). Designing the Right Blend Combining Online and Onsite Training for Optimal Results. Performance Improvement, 41, 26-36. http://dx.doi.org/10.1002/pfi.4140410406
[32] Sasson, R. (2008). Importance of Time Management.
http://www.successconsciousness.com/blog/time-management/importance-of-time-management/
[33] Sharma, R. (2003). Barriers in Using Technology for Education in Developing Countries. IEEE0-7803-7724-9103. Singapore Schools’ Computers & Education, 41, 49-63.
[34] Smythe, M. (2012). Toward a Framework for Evaluating Blended Learning. Oscilite 25-28 November.
http://www.ascilite.org.au/conferences/wellington12/2012/images/custom/smythe,_michael_-_toward.pdf
[35] Steyn, G. M. (2010). Educators’ Perceptions of Continuing Professional Development for Teachers in South Africa: A Qualitative Study. Africa Education Review, 7, 156-179.
[36] Stoltenkamp, J., Kabaka, M., & Kies, C. (2013). Course for Educators: Designing an Instructional Event Centre for Innovation and Communication Technologies (CIECT) University of the Western Cape. Proceedings of EDULEARN13 Conference, Barcelona, 1-3 July 2013, 1645-1655.
[37] Stoltenkamp, J., Kies, C., & Njenga, J. (2007). Institutionalising the eLearning Division at the University of the Western Cape (UWC): Lessons Learnt. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 3, 143-152.
[38] Tedla, B. A. (2012). Understanding the Importance, Impacts and Barriers of ICT on Teaching and Learning in East African Countries. International Journal for e-Learning Security (IJeLS), 2, 199-207.
[39] UNESCO Institute for Statistics (2006). ICTs and Education Indicators: (Suggested Core Indicators Based on Meta-Analysis of Selected International School Surveys).
http://www.itu.int/en/ITU-D/Statistics/Documents/partnership/ICT_Education_Paper_Nov_2006.pdf
[40] Virginia Common Wealth University (n.d). Online Teaching and Learning Resource Guide. Center for Teaching Excellence. http://www.vcu.edu/cte/resources/OTLRG/01_06_BlendedClasses.html             eww141110lx
标签：

评论

发表评论

此博客中的热门博文

Does Immigration Promote the Investment of the Monopolistic Firm?

In the present paper, we examine the effect of increasing uncertainty of immigrants’ growth on the optimal timing of investment of a firm that has a monopolistic power over the labor market. It is revealed that when the uncertainty of immigrants’ growth is more than a threshold level, increasing uncertainty of immigrants’ growth accelerates the optimal timing of firms’ investment and enhances the economic growth, even if the uncertainty of immigrants’ growth is formulated by the geometric Brownian motion, which is in sharp contrast to the standard result that an increase in the uncertainty postpones the optimal timing. With an increase in the immigrants over the past ten years, workforces in the host countries have been growing significantly to the extent that the immigrants represent 70% of the increase in the workforce in Europe, and 47% in the United States as OECD indicates. In the present paper, we attempted to investigate the effect of increased uncertainty caused by the growi...
发表评论
阅读全文

Education Policy Implementation: A Mechanism for Enhancing Primary Education Development in Zanzibar

Education is one of the fundamental rights of individuals; therefore, the government of a country needs to develop and strengthen educational policy and quality as well as to ensure that everyone has equal access to basic education. The improvement of access and quality of education in the world is becoming as an essential factor in development, whereas the basic education (primary school), is acknowledged as a foundation of the higher educational development for every country. To fulfill this goal, governments introduce several policies and procedures; however, it requires some reforms and participation from the politician, policymakers, and other stakeholders to re-examine educational policy so that it can lead to multiplication and betterment of the reforms. Educational reforms actually focus on accountability. A positive educational development and reform is very challenging and needs more effort and strategy on how to use and utilize the resources effectively as such it can achie...
发表评论
阅读全文