Exploring the potential of blended learning to promote retention and achievement in higher education professional study programs [r-libre/1158]

Basque, Josianne, & Pudelko, Béatrice (2010). Exploring the potential of blended learning to promote retention and achievement in higher education professional study programs. In 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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Item Type:	Papers in Conference Proceedings
Refereed:	Yes
Status:	Published
Abstract:	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.
Depositor:	Basque, Josianne
Owner / Manager:	Josianne Basque
Deposited:	28 Aug 2017 14:40
Last Modified:	28 Aug 2017 14:40

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