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This mixed methods study explored preservice teachers’ perspectives on blended technology integration courses they completed. The Community of Inquiry framework and Activity Theory guided the blended learning design. Quantitative and qualitative data were collected concurrently and merged during interpretation. Results portray blended learning as time-efficient and productivity-enhancing, fostering independent, self-regulated learning and firsthand exposure to innovative experiences, with implications for higher education faculty, K-12 teachers, administrators, instructional designers, and technology specialists.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-mixed-methods-study-of-preservice-teachers-perspectives-and-experiences-with-blended-learning/600198/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-mixed-methods-study-of-preservice-teachers-perspectives-and-experiences-with-blended-learning/600198.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main purpose of the mixed methods study?","Question",{"text":112,"@type":113},"To understand preservice teachers’ perspectives toward blended technology integration courses they participated in, and to examine how blended learning can be integrated into preservice teacher education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which frameworks guided the blended learning experience design?",{"text":117,"@type":113},"The Community of Inquiry (CoI) framework and Activity Theory were used to design the blended learning experience.",{"name":119,"@type":110,"acceptedAnswer":120},"What did preservice teachers perceive as benefits of the blended technology integration course?",{"text":121,"@type":113},"They viewed it as beneficial for learning because it helped them use time effectively and efficiently, supported productivity, and promoted independent, self-regulated learning with opportunities for innovative learning firsthand.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600198,1792162396,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","| \u003Cbr>| A Mixed Methods Study of Preservice Teachers’ Perspectivesand Experiences with Blended Learning |\n| --- | --- |\n\nOlha Ketsman, Northern Illinois University  \nAbstract  \nThere is an increased need to examine how blended learning can be integrated in traditional preservice teacher education programs to support students’ learning and meet the growing curricular demands of colleges and universities. This mixed methods study aimed to understand preservice teachers’ perspectives towards blended technology integration courses that they participated in. Community of Inquiry Framework (CoI) and Activity Theory were used to design blended learning experience for students. Both quantitative and qualitative data were collected concurrently and merged in the interpretation phase of the study. Preservice teachers perceived blended technology integration course as a beneficial way to learn because it enabled them to spend their time effectively and efficiently allowing them to be more productive, independent, and self-regulated learners with opportunities to experience innovative learning firsthand. The study has implications for higher education faculty, K-12 teachers, administrators, instructional designers, and technology specialists  \nKeywords: preservice teacher; technology integration; blended learning; teacher education; perspectives; experiences; mixed methods  \nIntroduction  \nBlended learning gained popularity as new low-cost technologies are becoming widely available in educational settings. Individual learning preferences change, and demands of everyday life play an essential role in how people access, process, and learn. Literature presents multiple definitions of blended learning. Bonk & Graham (2005) classified definitions of blended learning into three major groups of thought. Some authors define blended learning as a combination of instructional modalities and delivery methods (Bersin & Associates, 2003; Orrey, 2002; Singh & Reed, 2001) . Some define it as a combination of instructional methods (Driscoll, 2002; House, 2002; Rossett, 2002) . Others explain blended learning as a combination of online and face-to-face instruction (Reay, 2001; Roonney, 2003; Sands, 2002; Ward & LaBranche, 2003; Young, 2002) . In this study, the author adopts the definition of blended learning provided by Horn and Staker (2014), according to which blended learning is a formal education practice in which students learn at least in part through online learning with some element of student control over time, place, path and pace.  \nMore and more institutions, settings, and programs offer blended classes for their students. Research shows multiple benefits of blended learning for students. Previous studies discuss the  \npotential of blended learning to increase higher order thinking skills, provide a productive learning environment, and better manage daily responsibilities and learning (Garrison & Vaughan, 2008; Keengwe & Kang, 2013; Lzzio, Wilson, & Simons, 2002; Littlejohn & Pegler, 2007) . Although multiple research studies on different aspects of blended learning in the classroom in K-12 and higher education settings are available, there is relatively limited empirical research on the blended learning approach in teacher education programs (Wang et al., 2009). The majority of research on blended learning examined nontraditional and graduate students (Martyn, 2003) .  \nClinical practice or field experiences are crucial aspects of teacher preparation programs. During this experience, teacher candidates are placed in a classroom and have a cooperating teacher mentor. The blended learning approach is an ideal instructional method during field experiences. It enables teacher candidates to fulfill field experience requirements. It reduces the number of hours that teacher candidates need to visit a physical classroom at the university campus to participate in a class. Therefore, when students are engaged in a field experience, blended learning of","cbCaiorgOFwTPZdx","https://ap.wps.com/l/cbCaiorgOFwTPZdx","pdf",303228,17,"English","# Abstract\n# Introduction\n## Blended learning definitions and adoption\n## Benefits and research gaps in teacher education\n## Blended learning in clinical field experiences\n## Workforce and instructional design needs in K-12\n## Need for empirical effectiveness research","[{\"question\":\"What was the main purpose of the mixed methods study?\",\"answer\":\"To understand preservice teachers’ perspectives toward blended technology integration courses they participated in, and to examine how blended learning can be integrated into preservice teacher education.\"},{\"question\":\"Which frameworks guided the blended learning experience design?\",\"answer\":\"The Community of Inquiry (CoI) framework and Activity Theory were used to design the blended learning experience.\"},{\"question\":\"What did preservice teachers perceive as benefits of the blended technology integration course?\",\"answer\":\"They viewed it as beneficial for learning because it helped them use time effectively and efficiently, supported productivity, and promoted independent, self-regulated learning with opportunities for innovative learning firsthand.\"}]","A Mixed Methods Study of Preservice Teachers’ Perspectives and Experiences with Blended Learning | PDF",1792090223,43]