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Theoretical Rationale for Designing a Blended Learning Teachers’ Professional Development Program

Theoretical Rationale for Designing a Blended Learning Teachers’ Professional Development Program
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Author(s): Charalambos Mouzakis (National and Kapodistrian University of Athens, Greece), Haralampos Tsaknakis (Research Academic Computer Technology Institute, Greece) and Chrysanthi Tziortzioti (Lifelong Learning and Religious Affairs, Greece)
Copyright: 2012
Pages: 16
Source title: Blended Learning Environments for Adults: Evaluations and Frameworks
Source Author(s)/Editor(s): Panagiotes S. Anastasiades (University of Crete, Greece)
DOI: 10.4018/978-1-4666-0939-6.ch014

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Abstract

This chapter explores the underlying theoretical principles that provided the basis for the design and implementation of a professional development program for informatics teachers in Greece. A blended learning model was adopted combining live workshop meetings, face-to-face in-lab training sessions and online videoconferencing sessions. The framework of constructivism and experiential learning was used as a theoretical rationale for the combination of face-to-face activities with online learning experiences. It is shown that a blended learning design based on the principles of constructivism and experiential learning pedagogy can provide vital tools for the creation of an active environment for informatics teachers’ professional development. Also, it appears that a promising direction for further investigation, in terms of improving the learning outcome based on the same theoretical principles, is the more detailed design of the sequence of learning activities and a closer look at the development of communities of practice among teachers.

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