A Problem-Centered Approach to Designing Blended Courses: Unifying Online and Face-to-Face Modalities
After experimenting with emergency remote teaching during the COVID-19 pandemic, K-12 schools have retained select online instruction by incorporating blended teaching models. In response, teacher education must respond in innovative ways to prepare future educators with blended teaching competencie...
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-10-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/12/10/689 |
| _version_ | 1827650478408728576 |
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| author | Jacob Andrew Hall |
| author_facet | Jacob Andrew Hall |
| author_sort | Jacob Andrew Hall |
| collection | DOAJ |
| description | After experimenting with emergency remote teaching during the COVID-19 pandemic, K-12 schools have retained select online instruction by incorporating blended teaching models. In response, teacher education must respond in innovative ways to prepare future educators with blended teaching competencies. This article presents a problem-centered model for designing flipped courses and discusses how this can demonstrate blended teaching practices that pre-service teachers can observe and experience. Applying a descriptive phenomenological research design, the author iteratively prompted 12 pre-service teachers to reflect on their experiences in a flipped, technology integration course, designed according to this problem-centered model. The results indicate that pre-service teachers experienced the online space as a place to experiment with novel technologies; the in-person class as time for practicing challenging skills and reflecting on future possibilities; and the problem-centered nature of the course as a unifying element and scaffold for their learning. |
| first_indexed | 2024-03-09T20:19:43Z |
| format | Article |
| id | doaj.art-b42bd1db64c1440eaf93374685f3fc1d |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-09T20:19:43Z |
| publishDate | 2022-10-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-b42bd1db64c1440eaf93374685f3fc1d2023-11-23T23:51:38ZengMDPI AGEducation Sciences2227-71022022-10-01121068910.3390/educsci12100689A Problem-Centered Approach to Designing Blended Courses: Unifying Online and Face-to-Face ModalitiesJacob Andrew Hall0Childhood/Early Childhood Education Department, State University of New York College at Cortland, Cortland, NY 13045, USAAfter experimenting with emergency remote teaching during the COVID-19 pandemic, K-12 schools have retained select online instruction by incorporating blended teaching models. In response, teacher education must respond in innovative ways to prepare future educators with blended teaching competencies. This article presents a problem-centered model for designing flipped courses and discusses how this can demonstrate blended teaching practices that pre-service teachers can observe and experience. Applying a descriptive phenomenological research design, the author iteratively prompted 12 pre-service teachers to reflect on their experiences in a flipped, technology integration course, designed according to this problem-centered model. The results indicate that pre-service teachers experienced the online space as a place to experiment with novel technologies; the in-person class as time for practicing challenging skills and reflecting on future possibilities; and the problem-centered nature of the course as a unifying element and scaffold for their learning.https://www.mdpi.com/2227-7102/12/10/689teacher preparationflipped modelfirst principles of instructiondescriptive phenomenology |
| spellingShingle | Jacob Andrew Hall A Problem-Centered Approach to Designing Blended Courses: Unifying Online and Face-to-Face Modalities Education Sciences teacher preparation flipped model first principles of instruction descriptive phenomenology |
| title | A Problem-Centered Approach to Designing Blended Courses: Unifying Online and Face-to-Face Modalities |
| title_full | A Problem-Centered Approach to Designing Blended Courses: Unifying Online and Face-to-Face Modalities |
| title_fullStr | A Problem-Centered Approach to Designing Blended Courses: Unifying Online and Face-to-Face Modalities |
| title_full_unstemmed | A Problem-Centered Approach to Designing Blended Courses: Unifying Online and Face-to-Face Modalities |
| title_short | A Problem-Centered Approach to Designing Blended Courses: Unifying Online and Face-to-Face Modalities |
| title_sort | problem centered approach to designing blended courses unifying online and face to face modalities |
| topic | teacher preparation flipped model first principles of instruction descriptive phenomenology |
| url | https://www.mdpi.com/2227-7102/12/10/689 |
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