مورد إلكتروني
Teachers’ Perceptions of Blended Learning Strategies, Student Engagement, and Instructional Self-efficacy in Secondary Inclusion Classrooms
| العنوان: | Teachers’ Perceptions of Blended Learning Strategies, Student Engagement, and Instructional Self-efficacy in Secondary Inclusion Classrooms |
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| المؤلفون: | McCann, Christine A. |
| الطبعة: | |
| بيانات النشر: | Ann Arbor, Mich : UMI, 2019. |
| تفاصيل مُضافة: | Wilmington University (New Castle, Del.) |
| نوع الوثيقة: | Electronic Resource |
| مستخلص: | Blended learning is a relatively new form of asynchronous education and has become widely popular in recent years. The efficacy of blended learning has been widely studied in samples of undergraduate and older students, but the field is lacking depth with regard to the study of blended learning in the U.S. K-12 system, particularly when it comes to students with special educational needs. This cross-sectional study uses quantitative data gathered from a sample of teachers in the four high schools which comprise the New Castle County Vocational Technical school district. The survey instrument assessed teachers’ perceptions of the type and frequency of blended learning strategies used in their inclusive classes, their perceptions of student engagement among their students with special educational needs, and their perceived teaching self-efficacy. Descriptive, correlational, and predictive analyses were performed to look for relationships among the variables. The findings show that participants did perceive higher levels of student engagement when they also perceived that they were using more blended learning strategies, but that they did not perceive a correlation between their use of blended learning strategies and their teaching self-efficacy. Finally, it was determined that blended learning use and perceived teaching self-efficacy, together account for a significant portion of the variance in perceived student engagement. |
| الموضوعات: | Blended learning., Inclusive education., Mainstreaming, Education, Apprentissage mixte., Intégration scolaire., Blended learning., Inclusive education. |
| مصطلحات الفهرس: | Blended Learning, Inclusion, Student engagement, Teaching self-efficacy |
| URL: | |
| الإتاحة: | Open access content. Open access content McCann, Christine A. |
| أرقام أخرى: | WMG oai:cdm16397.contentdm.oclc.org:p15323coll5/39409 1137341556 |
| المصدر المساهم: | From OAIster®, provided by the OCLC Cooperative. |
| رقم الانضمام: | edsoai.on1137341556 |
| قاعدة البيانات: | OAIster |
| الوصف غير متاح. |