T.H. Reynolds and R.O. Slater (USA)
Blended e-Learning, Teacher Education, Instructional
Design, Program Evaluation
In this paper we first briefly describe the historical
development of blended e-learning at National University.
Then, using aspects of Khan’s e-learning framework, we
analyze, as a blended e-learning application, National
University’s field-based experiences in its online teacher
education program. As such, field-based experiences are
seen as an institutional and academic enterprise in which
blended e-learning is enacted under influences as diverse
as state and professional mandates and standards, learning
tenets and the instructional strategies and practices that
encompass those ideals, and institutional considerations of
how to identify and allocate resources to achieve the
institution’s strategic fiscal and academic purposes.