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Peer reviewed
Direct linkSinclair, Margaret; Owston, Ron – Canadian Journal of University Continuing Education, 2006
Blended learning is a promising model for supporting teacher professional development that combines the advantages of traditional face-to-face interaction with the flexibility of online learning. In this study, we examine the impact of two one-year blended learning programs on teachers' attitudes, knowledge, and classroom practices. These…
Descriptors: Teacher Collaboration, Middle School Teachers, Teacher Attitudes, Professional Development
