Posters
TOWARDS AN OPTIMAL BLENDED TEACHING AND LEARNING ENVIRONMENT: CREATING POWERFUL BLENDED LEARNING ENVIRONMENTS BASED ON THE POWER AND MOTIVATION OF TEACHERS Demedts Lore, Raes Frederic, Spittaels Olaf, Sierens Eline, Artevelde University College, Belgium
Questions and rationale Blended learning is a frequently used strategy – especially if the target group mainly consists of students with a (parttime) job – as it combines the advantages of classroom learning and distance learning. Although the concept of ‘blended learning’ is the main vision of Artevelde University College, it appears that many teachers do not know how to start implementing blended learning in their teaching activities for several reasons: fear for technology, not having a clear view of the (didactical and technological) possibilities, lack of qualitative good motivation, etc. Therefore, we started looking for an answer to these research questions: • How can we offer teachers an individually customized blend for their teaching activities? • Which are the crucial environmental factors that lead to a successful implementation of blended learning? Based on those two questions we started looking for different types of teachers, based on their ICT-empowerment, motivation, coping strategy and fields of interest. Moreover, we wonder how the learning environment (i.e. the educational system, the institution of higher education and the department within that institution), the target group (e.g. students with a (part-time) job, full-time students, etc.) and the position of the course unit within the curriculum are affecting the use of blended learning. This unique combination of personal and environmental factors could offer a customized blend for teachers, taking into account their skills, their personality and their working context. This research project was initiated in collaboration with the bachelor of primary education department and the bachelor of early childhood education department of Artevelde University College.
Model Our model contains three major blocks: the teacher profile, the student & competence based education within the institution and the educational system environment. Those three elements provide us with crucial information to offer teachers a customized blend. In order to determine the teacher profile, we investigate his motivation, ICT-empowerment, coping strategy and interests.
Outcomes Understanding and development of a customized blend for teachers to implement ICT in an efficient and effective way. Goals of blended learning environments, including pedagogical richness, access to knowledge, social interaction, etc. It is not about creating the ‘perfect ICT teacher’ nor the ‘optimal blended learning theory’. It is about activating teachers towards a better learning environment. Crucial questions are: “What is within their reach, personal interest and power, and what is required by the educational system? How to support differences between teachers and develop competencies among the teacher’s professional career?”
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