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dc.contributor.authorBreakwell, Nicholas
dc.contributor.authorQuigley, U.
dc.contributor.authorMcManus, A.
dc.date.accessioned2022-07-26T17:00:18Z
dc.date.available2022-07-26T17:00:18Z
dc.date.issued2005
dc.identifier.urihttp://hdl.handle.net/20.500.13012/124
dc.description.abstractThis 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 teaching 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 perceived workload, satisfaction with objectives and learning outcomes and perceived career benefit, the mode of delivery had no effect on student levels of satisfaction with the course. 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.
dc.language.isoenen_US
dc.relation.urlhttps://proceedings.eden-online.org/wp-content/uploads/2019/11/OCLR_2005_Poitiers_Proceedings_ISSN.pdfen_US
dc.subjectonline teaching and learningen_US
dc.subjectblended learningen_US
dc.subjectprimary school teachersen_US
dc.titleCan teachers be trained online?en_US
dc.typeConference proceedingen_US
dc.source.booktitleEDEN Fifth Open Classroom Conference: Teachers’ professional development: Addressing e-learning, innovation and quality in schooling (Poitiers, 2005)en_US
dc.source.beginpage93en_US
dc.source.endpage96en_US
html.description.abstractThis 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 teaching 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 perceived workload, satisfaction with objectives and learning outcomes and perceived career benefit, the mode of delivery had no effect on student levels of satisfaction with the course. 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.en_US


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