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

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Abstract

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.

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Authors and Affiliations

  1. Teaching and Learning Stop #7189, University of North Dakota, Grand Forks, ND, 58202, USA

    Jared Keengwe

  2. Department of Teacher education, Michigan State University, East Lansing, MI, 48824, USA

    Jung-Jin Kang

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  1. Jared Keengwe
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  2. Jung-Jin Kang
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Correspondence to Jared Keengwe.

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Keengwe, J., Kang, JJ. A review of empirical research on blended learning in teacher education programs. Educ Inf Technol 18, 479–493 (2013). https://doi.org/10.1007/s10639-011-9182-8

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