A micro-learning based model to enhance student teachers' motivation and engagement in blended learning

Nikou, Stavros; Graziano, Kevin, ed. (2019) A micro-learning based model to enhance student teachers' motivation and engagement in blended learning. In: Society for Information Technology & Teacher Education International Conference. Association for the Advancement of Computing in Education (AACE), USA, pp. 509-514. ISBN 9781939797377

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Abstract

Blended learning, the combination of face to face and online learning, is increasingly adopted by educational institutions worldwide in initial teachers' education or teachers' continuing professional development programs. Blended learning can have many potential benefits. However, the intensity of student participation in on-line activities varies. Therefore, it still remains a challenge to stimulate students' motivation and active engagement in blended learning. The current study uses the Self-Determination Theory (SDT) of motivation as its theoretical framework and proposes a micro-learning based blended learning model to support pre-service and in-service teachers' education. The proposed model aims to enhance student teachers motivation and engagement in blended learning by supporting content-learner, teacher-learner and learner-learner on-line interactions through micro-learning. Educators, designers and policy makers could consider the proposed model in order to design and implement blended learning in order to further enhance and sustain learning motivation and engagement.

  • Item type:Book Section
    ID code:67060
    Dates:
    Date
    Event
    18 March 2019
    Published
    7 February 2019
    Accepted
    Notes:Nikou, S 2019, 'A micro-learning based model to enhance student teachers' motivation and engagement in blended learning' Paper presented at SITE 2019, Society for Information Technology and Teacher Education, Las Vegas, United States, 18/03/19 - 22/03/19, pp. 1-6. Copyright by AACE. Reprinted from the with permission of AACE (http://www.aace.org).
    Subjects:Education
    Department:Faculty of Humanities and Social Sciences (HaSS) > Strathclyde Institute of Education > Education
    Depositing user: Pure Administrator
    Date deposited:21 Feb 2019 12:30
    Last modified:26 Apr 2024 00:10
    Related URLs:
    URI:https://strathprints.strath.ac.uk/id/eprint/67060
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