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Using a Blended e-Learning Cooperative Approach in Higher Education: A Case from Egypt

Using a Blended e-Learning Cooperative Approach in Higher Education: A Case from Egypt
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Author(s): Heba EL-Deghaidy (Suez Canal University, Egypt)
Copyright: 2012
Pages: 28
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.ch011

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Abstract

This chapter describes a study conducted in higher education in the Egyptian context. A blended e-learning cooperative approach (BeLCA) was utilised with pre-service teachers (PSTs) in a science teaching methodology course. The chapter introduces a literature review on blended e-learning, cooperativeness, in addition to an approach that combines the two aspects together. The proposed approach (BeLCA) is based on social interaction between participants within the blended e-learning environment, where social constructivism theories play a crucial role. The chapter illustrates the effectiveness of utilising this new approach on participants’ achievement, attitudes towards e-learning, and cooperativeness by adopting a quasi-experimental setting. The chapter also highlights on the instructional design utilised in the course development. The course design was based on Dick, Carey, and Carey’s (2001) model: Analysis, Design, Development, Implementation, Execution (ADDIE).

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