Zhou, Y. (2023). Web-based music learning environment. Interactive Learning Environments. Advance online publication. https://doi.org/10.1080/10494820.2023.2185640 Abstract: “The paper compares the effectiveness of the online and blended learning of music during COVID-19. The study involved 140 students from Nanjing Xiaozhuang University in China. The research design: a pre-test and post-test experiment with…
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Anthony, B., Kamaludin, A., Romli, A., Raffei, A. F. M., Phon, D. N. A. L. E., Abdullah, A., & Ming, G. L. (2022). Blended learning adoption and implementation in higher education: A theoretical and systematic review. Technology, Knowledge and Learning, 27, 531–578. https://doi.org/10.1007/s10758-020-09477-z Abstract: “Technological innovations such as blended learning…
Comments closedKo, G. E., Kyu, Y., Joo, S. H., & Resta, P. E. (2021). Enhancing student-centered blended teaching competency: A South Korean teacher PD case study. Journal of Technology and Teacher Education, 29(2), 195-224. https://www.learntechlib.org/primary/p/219071/ Abstract: “The unforeseen school closures in response to the COVID-19 outbreak have brought unique challenges to…
Comments closedFoley, T., & Curtin, A. (2022). Blended learning: The “new normal” in education delivery. International Journal of Distance Education and E-Learning, 7(2), 21-34. https://doi.org/10.36261/ijdeel.v7i2.2435 Abstract: “Successful blended learning contexts engage students in highly interactive virtual learning environments through a mix of online and face-to-face teaching, learning and assessment modalities. This…
Comments closedAlbeta, S. W., Firdaus, L. N., Copriady, J., & Alimin, M. (2023). TPACK-based blended learning as an implementation of progressivism education: A systematic literature review. Jurnal Pendidikan Vokasi, 13(1), 44-59. https://journal.uny.ac.id/index.php/jpv Abstract: “Blended learning research has been developed recently. Still, research has yetto examine the rationale for emerging trends and…
Comments closedSothayapetch, P., & Lavonen, J. (2022). Technological pedagogical content knowledge of primary school science teachers during the COVID-19 in Thailand and Finland. Eurasia Journal of Mathematics, Science and Technology Education, 18(7), Article em2124. https://doi.org/10.29333/ejmste/12118 Abstract: “Technological pedagogical content knowledge (TPACK) is important for teaching science during the COVID-19 pandemic.This paper investigates the…
Comments closedNeumann, K.L., Alvarado-Albertorio, F. & Ramírez-Salgado, A. (2021). Aligning with practice: Examining the effects of a practice-based educational technology course on preservice teachers’ potential to teach with technology. TechTrends, 65(6), 1027–1041. https://doi.org/10.1007/s11528-021-00672-y Abstract: “This study was conducted to examine the design of a face-to-face undergraduate educational technology course for preservice teachers. The…
Comments closedJuwandani, E., Aliyah, A. S. N., Melati, C. S., & Susanto, R. (2022). Blended learning strategy in the new normal era (TPACK competency study). Jurnal Ilmiah Pendidikan, 6(2),169-179. http://dx.doi.org/10.55215/pedagonal.v6i2.5611 Abstract: “This article discusses about Blended Learning Strategy in the New Normal Era using the TPACK Competency Study. The TPACK approach…
Comments closedPoyo, S. R. (2016). Transforming traditional practices of teacher preparation to meet changing needs of digital learners: A first step intervention by assessing and addressing needs of pre-service teachers in a dual learning environment (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10109526) Abstract: “Changes in the field of education…
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