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It highlights interpersonal interaction as a central challenge in online networking and discusses learning conditions that shape interaction. Findings from small-scale research at the University of Pardubice, Czech Republic, present teacher trainees’ perspectives on their blended learning experience, particularly regarding how design choices affect participation, feedback, and communication outcomes.",{"@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":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/blended-learning-experience-in-teacher-education-volume-2-no-1-2009/588417/",{"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/blended-learning-experience-in-teacher-education-volume-2-no-1-2009/588417.png","ImageObject",300,407,{"name":92,"@type":93},"Putri","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the paper define blended learning for teacher education?","Question",{"text":112,"@type":113},"Blended learning systems combine face-to-face instruction with computer-mediated instruction, which the paper adopts as the basis for further discussion.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is interpersonal interaction emphasized in the online component?",{"text":117,"@type":113},"The paper argues that interaction is the defining attribute for quality and value in online learning, and it treats interpersonal interaction as essential in the blended learning context.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the study investigate at the University of Pardubice?",{"text":121,"@type":113},"It provides insights into teacher trainees’ perspectives on the blended learning experience, based on small-scale research.","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},588417,1792295872,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"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":41,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Volume 2 Number 1, 2009  \nBLENDED LEARNING EXPERIENCE IN TEACHER EDUCATION: THE TRAINEES´ PERSPECTIVE  \nMonika Černá  \nAbstract: The article deals with blended learning in the context of pre-graduate English language teacher education. Firstly, the concept of blended learning is defined, then, the attention is focused on the online component of a blend, namely on the issue of interpersonal interaction including the challenges, which learning through online networking poses. Finally, results of a small–scale research are provided to offer insights into teacher trainees´ perspective of the blended learning experience at the University of Pardubice, Czech Republic.  \nZusammenfassung: Der Artikel behandelt blended learning im Kontext der angehenden Englischlehrer. Zuerst wird das Konzept des blended learning definiert, dann gilt die Aufmerksamkeit der OnlineKomponenten, vor allem der Problematik der interpersonalen Interaktion, einschließlich der Anforderungen, die durch die direkte Arbeit im Netz entsteht. Zum Schluss wird ein kleiner Forschungsbeitrag zur Blended-learning-Erfahrung angeboten, der an der Universität Pardubice aus Tschechien, eine Perspektive der Studenten der Lehrerausbildung entstanden ist.  \nKey words: blended learning, interpersonal interaction, teacher education  \n1. Introduction  \nThe unprecedented development of information and communication technology (ICT) in the last decades has influenced all spheres of present-day society. Though ICT has penetrated considerably into education, in the Czech educational context, however, it is still computer-mediated learnercontent interaction, which is in the main focus. Content delivery in the form of an online course is a widely discussed issue. Interestingly, there are learning management systems, e.g. eDoceo, which lack proper technological features to support interpersonal interaction. Communication is considered to bea marginal activity of an individual who can send an e-mail to the tutor in case of emergency. This way of understanding the concept of e-learning may have some value in specific contexts but it is irrelevant for teacher education because of the specifics of learning to teach. Therefore, the potential of ICT, namely interactivity, coupled with social constructivism as a learning theory constitutes an empowering tool in the hands of teacher educators, which may add a new dimension to teacher education when used to design blended learning experience.  \n2. Theoretical background  \nNowadays, we come across the term ´blended learning´ quite frequently. It has become “a buzzword in corporate and higher education settings”(Graham 2006) . Similarly to the term ´e-learning´, it is not clear what it actually denotes as it has been recently used to denote multiple learning contexts. Our understanding of the term is in agreement with Graham, who proposes that “blended learning systems combine face-to-face instruction with computer-mediated instruction”(ibid.) . For the purpose of this paper the presented definition will be taken as a basis for further considerations.  \nWhen studying the literature on blended learning one realises immediately that interaction is the most widely explored issue. Wagner (2006) suggests that interaction continues to be perceived as “the defining attribute for quality and value in online learning experience”. Consequently, several schools of thought have emerged in the past two decades that explore interaction in the context of technologymediated learning: interaction as transactions, interactions as outcomes, interactions and social presence, and interactions as experience (ibid.) . The theory of interactions as outcomes seems to be the  \nReceived 6 March 2009, accepted 17 March 2009, published 30 March 2009.  \nmost relevant for our situation. Wagner views interaction as “a strategy for achieving specific learning or performance outcomes” and provides a list of eleven targeted outcomes: interaction for participation and communication,","cbCaibZ7hUbDm3L2","https://ap.wps.com/l/cbCaibZ7hUbDm3L2","pdf",310541,12,"English","# Introduction\n# Theoretical background","[{\"question\":\"How does the paper define blended learning for teacher education?\",\"answer\":\"Blended learning systems combine face-to-face instruction with computer-mediated instruction, which the paper adopts as the basis for further discussion.\"},{\"question\":\"Why is interpersonal interaction emphasized in the online component?\",\"answer\":\"The paper argues that interaction is the defining attribute for quality and value in online learning, and it treats interpersonal interaction as essential in the blended learning context.\"},{\"question\":\"What does the study investigate at the University of Pardubice?\",\"answer\":\"It provides insights into teacher trainees’ perspectives on the blended learning experience, based on small-scale research.\"}]","Blended Learning Experience in Teacher Education - Volume 2 - No. 1 - 2009 | PDF",1792065206]