Adopting Agile-Blended Learning Approach in an Early Childhood Research Course

The need for innovative approaches to education delivery has prompted educators to explore “agile-blended learning” (AB learning) as a solution. AB learning offers flexibility, learner autonomy, collaboration, and technology mediation, empowering students to learn at their own pace and location using suitable devices. This study examined the application of AB learning in teaching an Investigations in Early Childhood Education course to 40 in-service kindergarten teachers and principals during the pandemic. Initially designed with selfstudy materials and face-to-face instruction, the course transitioned to online Zoom lessons and individual consultations due to social distancing measures. To compensate for the lack of in-person interaction, students
were divided into groups to conduct investigations and deliver online presentations via Zoom, receiving immediate feedback through anonymous forms. Students’ feedback was collected through questionnaires, in-class discussions, email communications, and online discussion boards. The results indicated that students appreciated the flexibility and time savings afforded by the new delivery model but desired increased interpersonal interactions. This study demonstrated the efficacy of AB learning during the pandemic, contributing to the literature on innovative teaching methods and offering insights for effective online course development. The availability of individual consultations and multiple feedback methods facilitated personalized support and continuous improvement of course delivery.
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