TITLE:
Lessons Learnt: Support Interventions during a Blended Course for Teacher-Educators from Urban and Rural Settings
AUTHORS:
Juliet Stoltenkamp, Martha Kabaka, Norina Braaf
KEYWORDS:
Comparative Study, eTools, Blended Learning, Extensive Support, Professional Development (PD), Support Interventions
JOURNAL NAME:
Creative Education,
Vol.5 No.11,
June
24,
2014
ABSTRACT: This comparative case study research focused on the design and delivery
of a blended Programme for professional working teacher-educators from both
urban and rural settings. The overall purpose of the Programme was to enhance
the educators’ Information Communication Technologies (ICT) skills, with
emphasis on eTools for supporting teaching-and-learning methodologies. Two
groups of teacher-educators undertook the course as part of their Professional
Development (PD). For the educators situated in the rural setting, the course
was integrated into their Bachelor of Education (Honours) Degree Programme. A
strong facilitation and support approach was maintained throughout the
Programme to encourage self-directed learning. A case study approach was
adopted to explore the experiences in the overall implementation and impact of
the Programme. The research reflects on the findings which include: Programme
design and structure; critical face-to-face interaction; access to resources
impact time management; design a support structure for the monitoring and
evaluation of the Programme; educators as self-directed learners; eTools
enhance teaching-and-learning methodologies; and personal barriers which hinder
Programme commitment.