Student Teachers’ Perception on Blended Learning in an In-Service Teacher Training Programme: A Case Study at Teacher Education Institute Batu Lintang Campus

Abstract

The study aimed to reveal how blended learning was perceived by a group of student teachers enrolled an in-service teacher training course. A survey using google forms was used to collect data for the study. The research instrument, included nine components of blended learning. A total of 179 student teachers, who were pursuing their Postgraduate Diploma in Education (PDPP), took part in the study. The findings of the study revealed that among the nine components of blended learning, the role of the teacher/lecturer and face to face lessons were the two most important components perceived by student teachers. The third component was role of students in participating in online discussions. Student teachers also revealed they needed to interact with other students, both online and face to face. Any LMS could be accepted in blended learning programmes but ease of use features were perceived to be important to enable them to participate in online discussions and to receive feedback. However, their participation online must be considered as part of their overall course assessment. Attractiveness of the online materials and online sharing of unrelated course materials were perceived as insignificant. Based on the findings, implications and recommendations for future research were also included in the report.