Effectiveness of blended teaching in preservice teacher education: A meta-analysis

IF 3.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Distance Education Pub Date : 2023-01-17 DOI:10.1080/01587919.2022.2155617

Kang Ma, Junhua Zhang, M. Chutiyami, Luyao Liang, Jingjing Dong

引用次数: 2

Abstract

Abstract Blended teaching (BT) has the potential to prepare preservice teachers with lifelong learning capabilities that are essential for the constantly changing teaching profession. However, little is known about its effectiveness in this field. This review evaluated the effectiveness of BT in preservice teacher education, compared to conventional teaching approaches. A total of 15 experimental studies were included in the meta-analysis. Standardized differences in mean were chosen to compute the pooled effect size at 95% confidence interval (CI). The results demonstrate that BT outperformed the conventional teaching approaches in influencing preservice teachers’ academic performance (d = 0.922 (95% CI [0.403, 1.436], p < 0.001)), anxiety (d = −0.27 (95% CI [−0.537, −0.003], p = 0.048)), attitude (d = 1.302 (95% CI [0.008, 2.595], p = 0.049)), and self-efficacy for teaching (d = 0.54 (95% CI [0.203, 0.877], p = 0.002)). Implications and suggestions for future research are discussed.

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混合教学在职前教师教育中的有效性:一项元分析

摘要混合教学（BT）有潜力培养具有终身学习能力的职前教师，这对不断变化的教师职业至关重要。然而，人们对其在该领域的有效性知之甚少。与传统的教学方法相比，这篇综述评估了BT在职前教师教育中的有效性。荟萃分析共纳入了15项实验研究。选择平均值的标准化差异来计算95%置信区间（CI）下的合并效应大小。结果表明，BT在影响职前教师学习成绩方面优于传统教学方法（d = 0.922（95%置信区间[0.403，1.436]，p < 0.001））、焦虑（d=−0.27（95%置信区间[-0.537，−0.003]，p = 0.048）），姿态（d = 1.302（95%置信区间[0.08,2.595]，p = 0.049））和教学自我效能感（d = 0.54（95%置信区间[0.20030.877]，p = 0.002））。讨论了对未来研究的启示和建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Distance Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

10.70

自引率

6.80%

发文量

期刊介绍： Distance Education, a peer-reviewed journal affiliated with the Open and Distance Learning Association of Australia, Inc., is dedicated to publishing research and scholarly content in the realm of open, distance, and flexible education. Focusing on the freedom of learners from constraints in time, pace, and place of study, the journal has been a pioneering source in these educational domains. It continues to contribute original and scholarly work, playing a crucial role in advancing knowledge and practice in open and distance learning.