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Basque, Josianne et Pudelko, Béatrice (2010). Exploring the potential of blended learning to promote retention and achievement in higher education professional study programs. Dans ITHET'10 Proceedings of the 9th International Conference on Information Technology Based Higher Education and Training (p. 383-390). Piscataway, NJ : IEEE Press. ISBN 978-1-4244-4810-4
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- ITHET2010_Basque and Pudelko_March23_2010_VFF_.pdf
Contenu du fichier : Version de l'éditeur |
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| Catégorie de document : | Communications dans des actes de congrès/colloques |
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| Évaluation par un comité de lecture : | Oui |
| Étape de publication : | Publié |
| Résumé : | In this paper, we present a blended learning model designed for a university professional study program attended by full-time professional workers, i.e. in-service teachers studying in the field of School Administration. The model integrates four main instructional strategies at the program level: mentoring; participation in an online community of professional learning and practice; collaborative concept-mapping with an object-typed knowledge modeling software, and face-to-face seminars in a work setting. Based on interview and observation data collected during two successive small-scale experimentations of the model, we explored potential factors that could have had an impact on students’ academic retention and achievement. Four types of factors were identified: personal, professional, institutional and pedagogical. We found that pedagogical and professional factors, which are insufficiently considered in theoretical models of student retention, are of primary concern for students who work full-time as professionals. A blended learning model designed at the program level and strongly “situated” in the professional practice of the students is a promising avenue to adjust to their career constraints and aspirations and, thus, promoting their academic retention and achievement. |
| Déposant: | Basque, Josianne |
| Responsable : | Josianne Basque |
| Dépôt : | 28 août 2017 14:40 |
| Dernière modification : | 28 août 2017 14:40 |
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