Evaluation of a blended learning model for pre-service teachers

Abstract

This study aims to determine the predictive factors for effective teaching in blended learning contexts. A Blended Learning Evaluation Scale was devised. The participants were 145 first-year students studying for education degrees using a blended learning model. An exploratory factorial analysis revealed five factors for establishing a good model of blended teaching and learning: student expectations on their learning subjects, the use of web 2.0 tools, feedback from teachers, collaborative work among fellow classmates, and the social relations among students themselves and with their professors.