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Direct linkYurtseven Avci, Zeynep; O'Dwyer, Laura M.; Lawson, Jordan – Journal of Computer Assisted Learning, 2020
This study aims to explore the critical factors for effective professional development (PD) activities to support teachers' technology integration and suggests a design model: flipped PD. The following questions are investigated: What are the core features of effective teacher PD, what are the implications of core features in effective technology…
Descriptors: Professional Development, Technology Integration, Blended Learning, Best Practices
Ma, Long; Lee, Chei Sian – Journal of Computer Assisted Learning, 2021
While the educational disruption caused by the COVID-19 pandemic underscores the importance of blended learning in higher education, research on the effectiveness of blended learning is still inconclusive. Drawing from the motivational design model of the ARCS (i.e., attention, relevance, confidence, and satisfaction), this study attempts to fill…
Descriptors: Blended Learning, Program Evaluation, Program Effectiveness, Attention
Ran, Hua; Kim, Nam Ju; Secada, Walter G. – Journal of Computer Assisted Learning, 2022
Background: With the recent pivot to online instruction and/or to mixed online/face-to-face (i.e., hybrid) models of teaching necessitated by the novel coronavirus pandemic, the uses of technology to support instruction would seem to have great importance. Whereas effective integration of technology in mathematics classrooms requires recognition…
Descriptors: Elementary Secondary Education, Online Courses, Educational Technology, Blended Learning
