Knowledge management in blended learning: Effects on professional development in creativity instruction

The purposes of this study were (1) to develop a teacher training program that integrates knowledge management (KM) and blended learning and examine its effects on pre-service teachers’ professional development in creativity instruction; and (2) to explore the mechanisms underlying the success of su...

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Bibliographic Details
Published inComputers and education Vol. 56; no. 1; pp. 146 - 156
Main Authors Yeh, Yu-chu, Huang, Ling-yi, Yeh, Yi-ling
Format Journal Article
LanguageEnglish
Published Elsevier Ltd 2011
Elsevier
Subjects
Adult learning
Applications in subject areas
Blended
Blended Learning
College Instruction
Content Analysis
Creativity
Education
Education Courses
Educational Experiments
Feedback (Response)
Group Discussion
Improving classroom teaching
Instructional Design
Instructional Effectiveness
Knowledge Management
Learning
Observational Learning
Peer Evaluation
Post-secondary education
Preservice Teacher Education
Preservice Teachers
Self Efficacy
Statistical Analysis
Teachers
Teaching
Teaching Methods
Teaching/learning strategies
Training
Adult learning
Teaching/learning strategies
Applications in subject areas
Improving classroom teaching
Post-secondary education
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Summary:The purposes of this study were (1) to develop a teacher training program that integrates knowledge management (KM) and blended learning and examine its effects on pre-service teachers’ professional development in creativity instruction; and (2) to explore the mechanisms underlying the success of such KM-based training. The employed KM model was the SECI, which consists of four modes of knowledge conversion: socialization, externalization, combination, and internalization. Forty-four pre-service teachers participated in this 17-week experimental instructional program. Repeated Measure Analysis of Variance and content analysis revealed that the training program designed in this study effectively improved pre-service teachers’ professional knowledge and personal teaching efficacy in their teaching of creativity. Moreover, this study showed that blended learning, guided practice, observational learning, group discussion, peer evaluation, and feedback are important mechanisms underlying this success.
Bibliography:ObjectType-Article-2
SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 23
ISSN:0360-1315
1873-782X
1873-782X
DOI:10.1016/j.compedu.2010.08.011