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Permanent link (DOI): https://doi.org/10.7939/R3JM35

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Theoretical bases of Understanding Blended Learning and Instructional Design Open Access

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Other title
Subject/Keyword
pre-service teachers
blended learning
instructional design
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Marin, Luis F
Supervisor and department
Buck, George H (Educational Psychology)
Examining committee member and department
Boechler, Patricia M (Educational Psychology)
Adams, Catherine (Secondary Education)
Department
Department of Educational Psychology
Specialization
Technology in Education
Date accepted
2014-08-28T09:22:41Z
Graduation date
2014-11
Degree
Master of Education
Degree level
Master's
Abstract
The purpose of this research is to explore how to optimize the quality of the design of a blended learning experience. This research started as an evaluation of the effectiveness of the design of instructional hypermedia. However, a preliminary review brought out the need to study the larger context of preservice teachers´ blended learning experiences. The theoretical framework of this research explored the context, purpose and expected key characteristics of a blended delivery experience based on: educational and developmental psychology; educational technology; instructional design; learning theory; media ecology; and selected philosophies of education. Developing a design-based development methodology this research articulates a heuristic statement of design principles to examine the development of a preservice teachers´ learning experience and evaluate the quality of such planned intervention.
Language
English
DOI
doi:10.7939/R3JM35
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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