Blended Learning Approach Implementation: Pre-service English Teachers’ Perception

DOI

10.2991/icosihess-19.2019.15How to use a DOI?

Keywords

blended learning; preservice English teacher; perception

Abstract

The purpose of this study is to investigate pre-service English teachers’ perception about blended learning approach to support them in developing instructional design for English subject. The participants of this study were 2 pre-service English teachers from Teaching Reading and Writing course. In this descriptive qualitative research, the data were collected by using interview session, observation and document analysis based on blended learning theoretical constructs. The constructs consist of 9 themes; course goals and learning outcomes; ease of communication; pedagogical and organizational design; engaged learning; collaboration and community; assessment and feedback; grading; ease of access; and preparation and revision. The result of the data shows that blended learning in Teaching Reading and Writing course has a balanced proportion between offline and online learning objectives and activities. However, the participants expect more information on online feedback technique and material delivery strategy. They prefer individual feedback and more practices after reading the material. The implication of the research leads to providing various kinds of activity to assist the students.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Rizki Farani
PY  - 2019/10
DA  - 2019/10
TI  - Blended Learning Approach Implementation: Pre-service English Teachers’ Perception
BT  - Proceedings of the Third International Conference on Sustainable Innovation 2019 – Humanity, Education and Social Sciences (IcoSIHESS 2019)
PB  - Atlantis Press
SP  - 95
EP  - 100
SN  - 2352-5398
UR  - https://doi.org/10.2991/icosihess-19.2019.15
DO  - 10.2991/icosihess-19.2019.15
ID  - Farani2019/10
ER  -