Teacher self-assessment for blended learning
Guest Authors, Michigan Virtual Learning Research Institute and Dr. Wendy Oliver
Academic research in the field of effective practices specific to blended and online learning in K-12 classrooms is still “young,” so the lack of data to define those practices and build the resources to prepare teachers to excel when teaching in blended and online environments is not surprising. However, as the pedagogy emerges and the rate of adoption continues to grow, educators and administrators need direction in incorporating best practices of blended and online learning in K-12 environments. With the idea of furthering the field in mind, I developed two frameworks to identify standards and essential components of both blended and online instruction. Continued exposure in the field has led to specific focus on the needs of instructors trying to implement blended instruction, as their barriers seem to be undeveloped or lacking resources for growth.