A review of empirical research on blended learning in teacher education programs

Authors:
Jared Keengwe;Jung-Jin Kang
Affiliations:
Teaching and Learning Stop #7189, University of North Dakota, Grand Forks, USA 58202;Department of Teacher education, Michigan State University, East Lansing, USA 48824
Venue:
Education and Information Technologies
Year:
2013

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Abstract

Although blended learning has been considered as an important alternative approach that can overcome various limitations related to both face-to-face and online learning, there is relatively limited empirical studies on blended learning approach in teacher education programs. Therefore, the purpose of this article is to review empirical research studies on teacher education programs using activity theory. A review of empirical research on blended learning could help to stimulate reflections on effective strategies for design and implementation of blended learning teacher education programs.