Comparing Online Learning with Blended Learning in a Teacher Training Program
Kirwin, Susan Swan, Julie Breakwell, Nicholas
Kirwin, Susan
Swan, Julie
Breakwell, Nicholas
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Abstract
This paper describes the establishment and delivery of a Blended Learning Higher Diploma in Education,
being a professional qualification for Primary School teachers in Ireland. This innovative course
represents a major departure from the traditional mode of delivery of teacher training in Ireland. A careful
analysis of student feedback and examination scores is therefore of crucial importance to inform further
development of the course and to contribute to innovation in teacher training both in Ireland and
internationally.
The two primary modes of course delivery, that is an Entirely Online mode and a Blended Learning mode,
were compared in terms of qualitative feedback from the students themselves and quantitative results
from the formal assessment procedures. Across a range of questions that covered learning outcomes and
learner outcome satisfaction, balance of delivery, tutor and peer engagement, workload, technology and
perceived career benefit, student satisfaction was shown to be good across both modes of delivery.
Some differences were noted in workload and student support; workload was perceived higher, but
student support was more satisfactory in the purely online elements. There was a small but significant
grade improvement for Blended Learning courses over Entirely Online courses. However, alternative
hypotheses make it difficult to attribute this grade increase to the mode of course delivery.
The mode of delivery of course content does not affect student satisfaction or the ability of students to
perform well in formal assessment. It is therefore concluded that a blended learning educational system
that includes online education is a highly appropriate mode for the training of primary school teachers.
Description
Publication Date
2009