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.
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