Shifting Paradigms Of Continuous Professional Development Through Blended Learning And EEnabled Platforms For 21st Century Teaching And Learning

Abubakar Shuaibu Chiroma () and P.S. Yaduma ()
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Abubakar Shuaibu Chiroma: Department of Technology Education, School of Technology and Science Education, Modibbo Adama University of Technology Yola, Nigeria
P.S. Yaduma: School of Technology and Science Education, Abubakar Tafawa Balewa University, Bauchi-Nigeria

Education, Sustainability & Society (ESS), 2019, vol. 2, issue 3, 12-15

Abstract: The article addresses the different definitions and view of different schools of thoughts concerning blended learning. It also outlined brief history of blended learning and reasons for blended learning. The procedure for designing course of instruction and the guiding question to the considered while designing blended learning were outlined. Due to the increased access to information through new technologies along with the need to prepare students to compete in an emerging information-based global economy call for the need for a pedagogical approach to professional development of teachers for the paradigm shift. The article further enumerates the elements that need to be considered in the professional development of teachers. The advantages and limitations of the blended instructions were equally listed. It was concluded that despite the need and demand to adopt blended mode of instructions in education, the knowledge base of blended instruction is still in its infancy stage hence there are myriad areas that call for better understanding before setting upon a definite mix of web based instruction and its face-to-face counterpart.

Keywords: Continuous Professional Development; Blended Learning-enabled Platform; Teaching; Learning (search for similar items in EconPapers)
Date: 2019
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Persistent link: https://EconPapers.repec.org/RePEc:zib:zbness:v:2:y:2019:i:3:p:12-15

DOI: 10.26480/ess.03.2019.12.15

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