Exploring the Three-Stage Blended Learning Model and Its Effectiveness in Teacher Training Programs

DOI

10.2991/978-94-6463-417-4_37How to use a DOI?

Keywords

blended learning; Bloom’s Taxonomy; cognitive skills; training program

Abstract

Teacher training programs assume a foundational and indispensable role in the professional development of all teachers, especially new teachers. Teacher training courses can facilitate teachers’ pedagogical development. However, in contrast to the importance of teacher training program, new teachers often face time difficulty and challenges in the learning of the training courses. This paper proposes the three-stage blended learning model which promotes the program trainers, professionals and teachers to continuously interact through both online and offline ways beyond in-class training time. This model is not only a perfect solution to balance teachers’ working time and the program training time, also it is an effective way to address the issues of monotony and singularity in learning educational courses. This paper provides a detailed presentation and analysis of the design philosophy and applications of this model. A teaching experiment was conducted in a Shanghai normal institute to confirm its effectiveness. Two groups from the teacher training program were selected since teachers in these two groups displayed the same score level in the pretest. The control group used the traditional offline face to face training model, while the experiment group employed the three-stage blended learning model. At the end of the training program, a final test was conducted and teachers’ learning outcome of these two groups showed significant difference. Results shows that teachers who employ the three-stage blended learning method achieved significantly higher learning outcome than teachers who adopt the conventional way. Also from the satisfactory test results, teachers from the three-stage blended learning model display higher level of satisfaction during the whole teacher training program.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Li Zhang
PY  - 2024
DA  - 2024/05/07
TI  - Exploring the Three-Stage Blended Learning Model and Its Effectiveness in Teacher Training Programs
BT  - Proceedings of the 2024 5th International Conference on Big Data and Informatization Education (ICBDIE 2024)
PB  - Atlantis Press
SP  - 402
EP  - 413
SN  - 1951-6851
UR  - https://doi.org/10.2991/978-94-6463-417-4_37
DO  - 10.2991/978-94-6463-417-4_37
ID  - Zhang2024
ER  -