Education and Information Technologies

, Volume 18, Issue 3, pp 479–493 | Cite as

A review of empirical research on blended learning in teacher education programs

  • Jared Keengwe
  • Jung-Jin Kang


Although blended learning has been considered as an important alternative approach that can overcome various limitations related to both face-to-face and online learning, there is relatively limited empirical studies on blended learning approach in teacher education programs. Therefore, the purpose of this article is to review empirical research studies on teacher education programs using activity theory. A review of empirical research on blended learning could help to stimulate reflections on effective strategies for design and implementation of blended learning teacher education programs.


Activity theory Blended learning Literature review Teacher education Student teachers 


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Copyright information

© Springer Science+Business Media, LLC 2011

Authors and Affiliations

  1. 1.Teaching and Learning Stop #7189University of North DakotaGrand ForksUSA
  2. 2.Department of Teacher educationMichigan State UniversityEast LansingUSA

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