Blended learning is defined as a combination of face-to-face instruction and online learning activities (Bonk & Graham, 2006; Graham, 2006; Marsh, Pountney & Prigg, 2008). According to So and Brush (2008), blended learning combines the advantages of both face-to-face learning and online technologies to deliver learning. Online learning can be complimentary to face-to-face learning by providing students with access to learning resources, facilitating communication, and collaborative working with peers and teachers (Garrison & Kanuka, 2004). In our changing society, with a growing demand for lifelong learning, learners especially lifelong learners can benefit from blended Education. More and more educational institutions provide blended learning environments to meet students’ educational and economical needs. Blended learning can increase adult learners’ access to education and facilitate the challenging combination of work and study. In addition, the use of authentic learning tasks and online collaboration in blended learning facilitates student centered and active learning (Ginns & Ellis, 2007). However, blended learning also faces a number of challenges, such as dropout, sustainability, copyright issues, and social presence (Andresen, 2009; Hara & Kling, 2002; Persell, 2004; Stracke, 2007). The purpose of this study is to evaluate part of a competence based blended learning program for teacher education in a center for adult education in Flanders, Belgium. During one year, student teachers are trained in a blended learning environment, combining an online theoretical component - off-campus (30 ECTS), and practical training - on-campus (15 ECTS). They are expected to acquire teacher competences as outlined in the amended decree (2007) describing the professional profiles and basic competences for teachers by the Flemish government (1998). The blended learning program was designed for the purpose of coaching and assessing student teachers during this process. During two consecutive years the student teachers enrolled in the blended program were invited to fill in a questionnaire to evaluate the blended learning programme. In total 18 students participated in the study. The questionnaire consisted of a set of propositions to be rated on a 4 point Likert-scale and two open questions. Collected data were analyzed quantitatively using descriptive statistics. Answers on the open questions were coded qualitatively. The age range of the student teachers was from 20-49. All student teachers had previously completed at least bachelor education. The results show that the student teachers evaluated positively the structure of the on-line sessions (M=3.50, SD=0.62) and offered technical support (M=3.33, SD=0.69). The amount of face-to-face sessions was regarded as sufficient (M=3.71, SD=0.59) and its content was seen as relevant (M=3.28, SD=0.75). The combination of

1. +
Students perception of a blended learning program of
teacher education in an adult education center (Belgium,
Flanders)
Elearn Montreal 9 – 12 october 2012
Yves Blieck, Agnes Toison, Karen De Baere, Lut Lippeveld

2. +
Content
 Some facts and figures
 Practice Based Research
 Blended program in teacher education
 The program
 Coaching and assessement in the program

3. Blended learning in a teacher
education program
+ -
Facts and figures

4. +
Program and students
Teacher education program
(CVO De Oranjerie)
 60 ECTS – 45 blend + 15 internship
 Duration 1 – 2 y
 # students a year = +/- 500
 Career switchers
 +/- 200 graduate each year

5. +
Evolution Blended program

6. +
Practice Based Research

7. +
Respondents (N=18)
 Questionnaire: 4 point Likert scale
 Analysis at item level
Educa on
Secundary
educa on
Bachelor
Master

8. +
Questions
 1. How is the learning environment perceived by students?
 2. What are students perceptions about workload?

9. +
The structure on-line is clear Sufficient technical support

10. +
Amount of face-to-face sessions
Content F-2-F sessions relevant
sufficient

11. +
Combination distance and F2F Combination distance and F2F
education makes sense education is feasible

12. +
Total workload is acceptable Workload sufficient distributed

13. +
Program meets my expectations Respondent
 ‘Theory and corresponding
assignments (in distant
education). It was possible to
go through the program at my
own pace S4
 The immediate and hands-on
feedback and experiences I
went through during the
practical part of the program’ S9

14. +
I was sufficiently supported during learning process

15. +
Sufficiently assessed during the Sufficiently assessed at the end of
program the program

16. +
Feel ready to enter education Respondents
 ‘The positive and negative
feedback from peers and
teacher trainers on-line and
F2F’ S4
 ‘Teaching a critical audience.
The on-line learning content
helps one reflect on own
practice and is helps to better
understand/predict pupils
reactions in class’ S10

17. +
Answers

18. +
BUT…
 Limitations / further research
 Small sample
 Selection bias (intake)
 Learning outcomes?
 Employability and success in education (attrition)?
 …

19. +
Blended program

20. +
Why Blended program?
 Transforming: move further (to meet
more the needs target group)
 Enabling: increase access to program +
flexible program
 Enhancing: increase productivity and re-
invest ‘gain’ into education
Shea, (2007), Garrison and Kanuka (2004), Graham and
Robinson (2007)

21. +
How People Learn (HPL) - Bransford
e.a. (2000)
 Student centered
 Knowledge centered
 Community centered
 Assessment centered

22. +
Linda Darling-Hammond
 "The most neglected part of teacher education is learning
theory. And to develop a real profession of teaching you have
to have knowledge of how people learn. It's at the core,
because it allows you, then, to be inventive in a professionally
responsible way, it allows you to think about what's working
and what's not working, and what you need to do to help
students learn. So I think this is the core of what professional
teachers need.”
 http://www.learner.org/courses/learningclassroom/index.html

23. + How was this translated in
our Blended program?

24. +
Teacher education program
K
Theory and practice (F2F)
Internship

25. +
Theory and practice (Micro-teaching)
Theory: 30ECTS 1 MULTIPLE FACES OF
-+/- 18 themes with learning content LEARNING
-Portfolio-assignments and Forum-
2 SCAFFOLDING LEARNING
assignments
Distance education 3 BECOMING A TEACHER
C K A S FOCUS ON:
Practice: 15ECTS 1 PRESENTING
-3 – 4 teaching assignments 2CONTENT AND STRUCTURE
-Final assignment 3INTERACTIVITY
F2F education 4VARIATION
5FINAL ASSIGNMENT
Source of picture: http://www.cs.cmu.edu/~dleeds/teaching.gif

26. Learning
content Theory
1 MULTIPLE FACES OF
LEARNING
2 SCAFFOLDING LEARNING
3 BECOMING A TEACHER

27. Forum assignments
Theory
MOODLE
Portfolio assignments

28. +
Theory Practice
 Integration of learning  Learning in safe environment
content (micro-teaching)
 No overlap!  Focus on integration theory and
practice
 Student autonomy
 Peer-feedback
 Also visual material
 Stimulation of Reflection

29. +
Coaching and assessment
From intake to graduation

30. +
Intake
 Application for intake
 Intake => profile? / risk of dropout
 Motivation?
 Self steering?
 ICT-capable?
 Language skills (Dutch and passive knowledge of English)
 Problem solver? => technical issues)
 …
 Enrollment in program

31. Theory and practice
2 teacher-trainers (TT-Duo)
internship
Coach

32. Theory and practice (Micro-teaching)
TT-Duo
- During F2F-session + orientation on program
- In on-line learning environment through forum-assignment and
first topic

33. Theory and practice (Micro-teaching)
TT-Duo
- Portfolio assignments (individual or group): individual feedback by
teacher trainer, students are allowed to adapt assignments to individual
needs
- Forum assignments (collaborative learning): teacher trainer coaches
- Micro-teaching

34. Theory and practice (Micro-teaching)
TT-Duo
- SWOT-analysis of student in dialogue with TT-duo
- Orientation on final meeting

35. Theory and practice (Micro-teaching)
TT-Duo
- Job application with external jury
- When?
- Ideally after completion of theory, practice and internship
- After completing theory and practice but before internship
- E-portfolio based application
- Mission statement for education
- Job application
- Curriculum Vitae
- Best work

36. E-portfolio
- Mission statement for education
- What is your motivation for a job in education?
- Job application letter
- For educational context / school / … of choice
- Focus on strengths and substantiate them with artefacts
- Use theoretical concepts learned in program
- Curriculum Vitae
- For educational context
- Focus on strengths
- Best work

37. After final meeting
- Deliberation
- Competence based end report by
TTduo
- Theory
- Practice (micro-teaching)
- Internship

38. +
Answers

39. +
Lessons learned
 Learners are focus!
 Create sense of community!
 Provide relevant knowledge
 Assess for learning!

40. +
Some relevant literature
 Bransford, J.D., Brown, A. L., & Cocking, R. R. (Eds.). 2000. How People
Learn: Brain, Mind, Experience, And School (expanded ed.). Washington, D.C.:
National Academy Press.
 Shea, P. (2007). Towards a Conceptual Framework for Learning in Blended
Environments. In A. Picciano, & C. Dziuban, (EDs.) Blended Learning:
Research Perspectives (pp.19-37). United States of America: the Sloan
Consortium.
 Garrison, R. & Kanuka, H. (2004). Blended Learning: Uncovering it’s
transformative potential in higher education. The internet and higher education.
7(2), pp.95-105.
 Graham, C. & Robinson, R. (2007). Realizing the Transformational Potential of
Blended Learning. In A. Picciano, & C. Dziuban, (EDs.) Blended Learning:
Research Perspectives (pp.83-111). United States of America: the Sloan
Consortium

41. +
Thank you for your attention
Yves.blieck@deoranjerie.be
Lut.Lippeveld@deoranjerie.be