@article{onguko_for_2013, title = {"{For} us it was a learning experience": design, development and implementation of blended learning}, volume = {37}, issn = {20469012}, url = {https://www.researchgate.net/publication/262966655_For_us_it_was_a_learning_experience_Design_development_and_implementation_of_blended_learning}, doi = {10.1108/ejtd-10-2012-0052}, abstract = {Purpose - The purpose of this paper is to share reflections of the three authors on the process of instructional design and implementation of blended learning for teachers' professional development (PD) in rural western Kenya. It proposes reforms in provision of teachers' professional development to enable professional development providers to access specialized skills in instructional design (ID) and blended learning. Design/methodology/approach - The paper resulted from a design-based research including 12 entry and 12 exit interviews, observations of three face-to-face meetings of blended learning sessions and ten classroom observations of teachers implementing new teaching approaches learned through blended learning. Findings - The paper provides insights into the authors' experiences in this research. They shared the following reflections: engagement in ID empowered them and they are confident that they can engage in systematic instructional design on a larger scale; they gained technical knowledge and skills in authoring content in HTML on eXe open source platform; uploading the content and processing audio and video content was equally enthralling to them. Research limitations/implications - Because of the chosen research approach, the research results may lack generalisability. Therefore, researchers are encouraged to consider incorporating the design-based research, instructional design and blended learning approaches used in this study while conducting related research in their dissimilar contexts. Practical implications - The paper includes implications for the design, development and implementation of teachers' professional development for challenging contexts as a contribution towards achievement of both Millennium Development Goals (MDGs) and Education for All (EFA). Originality/value - This paper fulfils an identified need to study provision of professional development for teachers who lack opportunities for professional development.}, language = {English}, number = {7}, journal = {European Journal of Training and Development}, author = {Onguko, Brown and Jepchumba, Lucy and Gaceri, Petronilla}, year = {2013}, note = {Place: Limerick Publisher: Emerald Group Publishing Limited Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1430572667?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1108/ejtd-10-2012-0052 2339240:C7CEXRWM 2339240:XN53EQR3 2405685:AFTT7Q76 2405685:UYED6EDY 2405685:ZZ7VUU4G 2534378:32ICX4DB 2534378:UTXP2X7Q}, keywords = {5220:Information technology management, 8306:Schools and educational services, 9177:Africa, Appropriate technology, Audio recordings, Business And Economics--Management, Instructional design, Kenya, Personal development, Professional development, Research, Rural schools, Teaching, Technological change, Training, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2096396, \_\_\_working\_potential\_duplicate, \_\_finaldtb}, pages = {615--634}, }