Abstract
This paper seeks to shred a new light on which didactic elements of blended learning enhances student motivation and participation from a phenomenological and social constructivist stance and approach.
Through idiographic and interpretative analysis of qualitative collected data via semi-structured interviews with the inclusion of our own pre-understandings and with references to Self-Determination Theory, we have found congruent examples of data to support claims of external validity of motivational elements in blended learning environments similar in construction to and in the execution of the online Teacher Education (NetLU) at University College Copenhagen.
Through idiographic and interpretative analysis of qualitative collected data via semi-structured interviews with the inclusion of our own pre-understandings and with references to Self-Determination Theory, we have found congruent examples of data to support claims of external validity of motivational elements in blended learning environments similar in construction to and in the execution of the online Teacher Education (NetLU) at University College Copenhagen.
Originalsprog | Dansk |
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Vejledere/rådgivere |
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Status | Udgivet - jun. 2018 |
Emneord
- blended learning
- Asynkron online undervisning
- Synkron online undervisning
- e-didaktik
- netbaseret uddannelse
- Asynkron online undervisning
- Synkron online undervisning
- virtuel læring