کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
6841967 | 619937 | 2016 | 45 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Blended instructional practice: A review of the empirical literature on instructors' adoption and use of online tools in face-to-face teaching
ترجمه فارسی عنوان
تمرین آموزشی ترکیبی: بررسی ادبیات تجربی در مورد پذیرش معلمان و استفاده از ابزارهای آنلاین در آموزش چهره به چهره
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کلمات کلیدی
دانشکده، تصمیم گیری آموزشی آموزش مخلوط، بررسی ادبیات،
موضوعات مرتبط
علوم انسانی و اجتماعی
علوم اجتماعی
آموزش
چکیده انگلیسی
College and university instructors are increasingly incorporating online tools into face-to-face teaching approaches, such that blended instruction is forecasted to become “the new traditional model” (Ross & Gage, 2006, p. 168; Norberg et al., 2011, Watson, 2008). Yet, less than 5% of the scholarship on blending in higher education explores academic practice (e.g. teaching, curriculum design, professional development and training for instruction; Torrisi-Steele & Drew, 2013). This discussion reports the results of a systematic review of the literature on faculty member's adoption and use of online tools for face-to-face instruction. Six influences that cut across the literature are identified: faculty member's interactions with technology, academic workload, institutional environment, interactions with students, the instructor's attitudes and beliefs about teaching, and opportunities for professional development. Strengths and limitations of the literature and future directions for research on socio-technical systems of instruction are identified.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: The Internet and Higher Education - Volume 31, October 2016, Pages 1-10
Journal: The Internet and Higher Education - Volume 31, October 2016, Pages 1-10
نویسندگان
Michael Geoffrey Brown,