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首页> 外文期刊>Information Technologies and Learning Tools >SUCCESS LEVEL OF A HYBRID TRAINING IN TEACHER EDUCATION: EXPERIENCES IN A DEVELOPING COUNTRY
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SUCCESS LEVEL OF A HYBRID TRAINING IN TEACHER EDUCATION: EXPERIENCES IN A DEVELOPING COUNTRY

机译：教师教育中混合训练的成功水平：发展中国家的经验

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摘要

Studies show that blended learning promotes collaborative learning. However, blended learning is always a challenge when Internet infrastructure is limited. This paper describes the success levels of the 6-month blended learning course for teacher educators in four provinces in the central part of the Philippines. The blended training was aimed to increase the ability to add value to economic output by applying knowledge of school subjects to solve complex problems encountered in the real world situations of work and life. Success levels were measured using retention rate, Constructivist Online Learning Environment model, Online Environment Elements model, and New Kirkpatrick Model. Of the 60 registered teacher-trainees, only 15 completed the training. It was concluded that the blended training was evaluated very successfully.
机译：研究表明，混合学习促进协作学习。然而，当互联网基础设施有限时，混合学习始终是一个挑战。本文介绍了菲律宾中部四个省的教师教育工作者为期6个月的混合学习课程的成功水平。混合培训旨在通过应用学校科目的知识来解决在现实世界中工作和生活中遇到的复杂问题，从而提高为经济产出增加价值的能力。使用保留率，建构主义在线学习环境模型，在线环境元素模型和新柯克帕特里克模型来衡量成功水平。在60名注册的教师培训生中，只有15名完成了培训。结论是混合训练非常成功。

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