The selection process of a coaching model should be an initial consideration before conducting training activities. However, the limited availability of coaching models hinders the delivery of quality training programs. Therefore, it is necessary to have options for coaching models. This research aims to develop a goal, actual, alternative, plan,…

This article reports on a study of a teacher professional development (TPD) course that combined digital courseware with a face-to-face professional learning community. The aim of the course, implemented in a developing country, was to improve teacher knowledge and practice in early childhood literacy and numeracy. Using interview and…

Contribution: The main contribution of this study is to gather and report on the challenges faced by IS courses based on the professors' perspectives. Background: Information systems (ISs) area focuses on the interplay among people, processes/organizations, and technologies. As such, stimulating technical and nontechnical competencies are required…

This study was initiated at a time of unprecedented uncertainty, as lecturers and educational institutions across the world tried to manage the move to online education as a result of the global COVID-19 pandemic. It started with lecturers' perspectives of their performance during that time to identify innovative teaching strategies beyond the…

Digital technologies provide opportunities for enhancing teaching, learning and teacher professional development (TPD). Some TPD courses can now be learned online and require trainees to conduct self-regulated learning (SRL). The revised Self-Regulated Learning Model (RSRLM) defines seven components of self-regulation: motivation, engagement,…

This study was conducted among in-service teachers working in secondary schools in Uganda before the COVID-19 lockdown in 2020. The purpose of the study was to explore the technological competencies of in-service teachers to use technology-enhanced pedagogy in the implementation of secondary school curricula in Uganda. Using a cross-sectional…

In the Italian university context, almost all universities offer blended degree courses, digital environments and e-learning systems. In many cases, dedicated centres also provide technical support and, less frequently, teaching and methodological support. The development of digital learning environments often does not correspond to the spread of…

The digital and professional teacher competency standards for blended TVET describe specifically the new and emerging skill development needs related to blended delivery. The standards are contextualised to take into account the technology and capability challenges common in TVET institutes in developing countries, the range of teaching methods…

Background: The teachers in one sub-district in the North West province lacked technological knowledge and skills thus did not adopt a blended learning approach in their daily teaching. A partnership between the University of South Africa (Unisa) and schools in the district was forged to train teachers to acquire technological knowledge and…

Teachers in rural areas should receive equal support and professional development training as those in urban areas. It is a strategy to promote education equity for the students in the former area. This study takes the learning experience and teaching practice experience of rural teachers who participated in the Rural Teacher Replacement Training…

This paper explored teacher professional development (TPD) for online and blended learning (OBL) via microlearning in the higher education English language teaching context in Hong Kong in 2021 and 2022. OBL requires teachers to integrate technology. This study drew on quantitative survey data (N = 67) and interviews (N = 12) that took place after…

The extant literature indicates that blended learning leads to better outcomes compared to traditional lectures in management education. However, the working memory, which processes all incoming information, can be assumed to already work at capacity in traditional lectures. As blended environments cannot extend this capacity, they can only…

Blended Synchronous Learning (BSL) refers to when students located in physical classrooms learn together with peers who attend remotely, via networked digital technologies. The COVID-19 pandemic, along with ambitions to increase flexibility in learning delivery mode for students, has led to the increased implementation of BSL in tertiary…

The rising demand for high-quality, timely content for online and blended learning environments presents significant challenges for instructional designers, particularly in managing resource-intensive tasks such as video production and image sourcing. This study investigates the impact of using artificial intelligence (AI), specifically large…

Purpose: The purpose of this study is to describe the perceptions of participants regarding a blended learning training course in Chile (and its e-learning adaptation due to the COVID-19 pandemic) for mentor teachers (MTs). The MT learns theoretical elements of mentoring and in parallel accompanies a newly qualified teacher while receiving support…