BENEFITS OF USING BLENDED LEARNING IN “PERFORMER” EDUCATION MASTER PROGRAM

Abstract

Problem statement:

In our education master program “Teacher training for early childhood and small age education†from “PERFORMER†Project, we have operated with the blended learning (BL) strategy, aimed to support student-centered learning.

Purpose of study:

The establishment of the qualitative and quantitative benefits of using blended learning strategy in our master study program.

Methods:

Interactive methods and Virtual Learning Environments tools were used in teaching, learning and assessment process. The methods of collecting (observation, survey, training portfolio analysis, and test), organizing, processing and presenting quantitative and qualitative data were used, as well as for the experimental part.

Findings and results:

In the master study program “Teacher training for early childhood and small age educationâ€, BL strategy was explored both in the teaching and learning process, and in ongoing and final evaluation. By using this strategy, the professor caused the student to become responsible and participator in the gathering of data, construction of information's meanings, forming knowledge, problem solving and their reframing, through documentation, exploration and research, and applying what they gained in new different contexts. In this way, professors worked directly and closely with individual students and small groups (face-to-face or e-learning) by harnessing the power of interactive learning and precision of technology, for the highest purpose: student-centered learning. The quantitative results of the assessment showed that 32% of the students have obtained excellent grade, 52% optimum and 16% good, from the experimental group, compared to the results of the students from control group: 9 % excellent, 41% optimum, 28% good and 22% satisfactory.

Conclusion and recommendations:

From the qualitative and quantitative point of view, the impact of BL was shown in the efficiency of learning with this method as well as in the satisfaction of the students and in the certainties of the professors. Hence the recommendation is to persevere in perfecting this interactive learning strategy, which promotes student-centered learning.