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Title:	Integrating collaborative PBL with blended learning to explore preservice teachers` development of online learning communities
Authors:	Yeh, Yu-Chu 葉玉珠
Contributors:	師培中心
Date:	2010-11
Issue Date:	2015-06-10 15:04:33 (UTC+8)
Abstract:	This study integrated collaborative problem-based learning (collaborative PBL) with blended learning to explore the emerging process and function of online learning communities among preservice teachers. Thirty-two preservice teachers participated in a 16-week instruction program. Analyses of online group discussions and portfolios found that (a) the integrated approach facilitated the preservice teachers` formation of online learning communities; (b) the preservice teachers` online learning communities emerged via four stages: motivation and acquaintance, socialization and belongingness, information exchange and consensus, and tacit understanding and development; and (c) six factors influenced the development of the preservice teachers` online learning communities. © 2010 Elsevier Ltd.
Relation:	Teaching and Teacher Education, Volume 26, Issue 8, Pages 1630-1640
Data Type:	article
DOI 連結:	http://dx.doi.org/http://dx.doi.org/10.1016/j.tate.2010.06.014
DOI:	10.1016/j.tate.2010.06.014
Appears in Collections:	[師資培育中心] 期刊論文

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