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.
ORCID iDs
Nikou, Stavros ORCID: https://orcid.org/0000-0001-9941-2125; Graziano, Kevin-
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Item type: Book Section ID code: 67060 Dates: DateEvent18 March 2019Published7 February 2019AcceptedNotes: 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: 30 Nov 2024 13:54 Related URLs: URI: https://strathprints.strath.ac.uk/id/eprint/67060