Blended Learning in Technology Integration Courses: Perspectives of Pre-service Teachers.

 Blended learning gained popularity as new low-cost technologies are becoming widely available in educational settings. Previous studies discuss the potential of blended learning to increase higher order thinking skills, provide a productive learning environment, and better manage daily responsibilities and learning (Garrison & Vaughan, 2008; Keengwe & Kang, 2013; Lzzio, Wilson, & Simons, 2002; Littlejohn & Pegler, 2007). Although multiple research studies on different aspects of blended learning in the classroom in K-12 and higher education settings are available, there is relatively limited empirical research on the blended learning approach in teacher education programs (Wang et al., 2009). The majority of research on blended learning examined nontraditional and graduate students (Martyn, 2003).

         Clinical practice or field experiences are crucial aspects of teacher preparation programs. The blended learning approach enables teacher candidates to fulfill field experience requirements and  reduces the number of hours that teacher candidates need to visit a physical classroom on campus (Duhaney, 2012; Reynolds & Greiner, 2006). Changing workforce needs in K-12 education is another aspect that calls for blended learning in teacher preparation coursework. Future teachers need to be prepared to teach in various environments and formats and learn pedagogy and instructional methods for blended teaching to develop and teach courses according to demands and  needs of  their students, schools, and districts (Kennedy & Archambault, 2012; Moore-Adams et al., 2016). Research shows that although many K-12 teachers are increasingly using technology in their classrooms for teaching and learning, few have formal preparation to design, teach and facilitate blended learning (Kennedy & Archambault, 2012; Moore-Adams, Jones & Cohen, 2016). 

         The purpose of this mixed-methods study was to explore preservice teachers’ experiences and perspectives towards the blended technology integration course required for teaching licensure. Community of Inquiry Framework (CoI) (Garrison, Anderson and Archer, 2000) and Activity Theory (Engeström, Miettinen, & Punamaki, 1999; Jonassen & Rohrer-Murphy, 1999; Lim & Hang, 2003; Roth, 2004) were used to design blended technology integration courses. This study used a convergent parallel mixed methods design,  therefore both quantitative and qualitative data received equal weight, were collected concurrently (QUAN+QUAL) and were merged in the interpretation phase of the study (Creswell and Plano Clark, 2011). A total of 114 preservice teachers who were enrolled in blended technology integration courses in a large suburban Midwestern university participated in the study and answered an online survey distributed through Qualtrics. 

               Quantitative data were analyzed using SPSS statistical software. Measures of central tendency such as mean, median, and standard deviation determined preservice teachers’ perspectives towards using blended learning in a technology integration course. Spearman Rho correlation was calculated to determine relationships between variables. 

           Qualitative data included the response to five open-ended questions. The researcher identified text segments, assigned code words, used in vivo codes, collapsed codes into themes, and identified four themes. Four interconnected themes emerged. Multiple perspectives of participants were described. 

              Preservice teachers had a positive learning experience in blended technology integration courses. The median of 4 shows that half of the students tended to have positive experiences towards blended technology integration courses. Data analysis revealed a significant correlation between students’ beliefs about using a blended format to teach technology integration course and their experiences in such a course r= .715, p < 0.01. Thus, students who had strong positive beliefs about implementing a blended format to teach technology integration courses tended to have more positive experiences participating in such a course.

           Qualitative analysis revealed four themes focused on preservice teachers’ experiences in a blended technology integration course. “In vivo” codes were used to name four themes. Results of the study revealed that preservice teachers had positive experiences and perspectives towards blended format of the technology integration course. 

                The study has implications for K-12 teachers, administrators, higher education faculty, instructional designers, and technology specialists who consider teaching and designing blended learning experiences. It will help them when making decisions regarding the design and delivery of such courses on their campuses. Policymakers and stakeholders will benefit from the study when deciding on implementing policies and providing funding for new and emerging technologies that can be further integrated into blended learning environments.

                Future research should focus on comparing two technology integration courses taught by the same instructor, one face-to-face and another blended.  It would be beneficial to study the issue of motivation across student coursework and explore if the motivation is different when it comes to blended coursework compared to face-to-face. More research is needed to explore characteristics that make practical blended technology integration courses.

            Audience will be involved in this presentation by engaging  in the discussion  and will be asked to  share their experiences with developing blended learning instruction. Think-pair-share, and brain storming techniques will be used to engage the audience.  At the end of this session, participants will be able to discuss evidence-based findings about the development of blended learning as well as strategies  and recommendations to enhance students’ learning experiences in blended learning classrooms environments.