Group items tagged induction - OZ/NZ educators

Jump Start - New Student Induction Program - 1 views

www.teacherstandards.aitsl.edu.au/...artefact-1.html

student induction AITSL

shared by Roland Gesthuizen on 17 Jun 13 - No Cached

Roland Gesthuizen on 17 Jun 13

New student induction program for a R-7 school.

<div class="cArrow"> </div><div class="cContentInner">New student induction program for a R-7 school.</div>

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ScienceDirect - Computers & Education : Why are faculty members not teaching blended co... - 1 views

www.sciencedirect.com/science

blendedlearning e-learning turkey learning technology teaching education web2.0

shared by Kerry J on 01 Nov 10 - No Cached

Kerry J on 01 Nov 10

This paper describes the findings of an exploratory, qualitative case study and examines problems and impediments faculty members encountered in blended learning environments in Turkish Higher Education system. A total of 117 faculty members from 4 universities responded to 8 interview questions. Findings were based on content analyses of interview transcripts. The results show that faculty members' problems with blended teaching resulted in the identification of three inductive categories: instructional processes, community concerns and technical issues. The eight themes emerged from these three categories include the following: (1) complexity of the instruction, (2) lack of planning and organization, (3) lack of effective communication, (4) need for more time, (5) lack of institutional support, (6) changing roles, (7) difficulty of adoption to new technologies and (8) lack of electronic means. This study indicates that teaching blended courses can be highly complex and have different teaching patterns, which, in turn, impacts successful implementation of the blended college courses.

<div class="cArrow"> </div><div class="cContentInner">This paper describes the findings of an exploratory, qualitative case study and examines problems and impediments faculty members encountered in blended learning environments in Turkish Higher Education system. A total of 117 faculty members from 4 universities responded to 8 interview questions. Findings were based on content analyses of interview transcripts. The results show that faculty members' problems with blended teaching resulted in the identification of three inductive categories: instructional processes, community concerns and technical issues. The eight themes emerged from these three categories include the following: (1) complexity of the instruction, (2) lack of planning and organization, (3) lack of effective communication, (4) need for more time, (5) lack of institutional support, (6) changing roles, (7) difficulty of adoption to new technologies and (8) lack of electronic means. This study indicates that teaching blended courses can be highly complex and have different teaching patterns, which, in turn, impacts successful implementation of the blended college courses.</div>

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