Catalina Huilcapi-Collantes|Azucena Hernández Martín|Juan Pablo Hernández-Ramos
The Effect of a Blended Learning Course of Visual Literacy for In-service Teachers
Pontificia Universidad Católica del Ecuador|Universidad de Salamanca|Universidad de Salamanca
aimpurpose purpose study examine effects 20hour blended learning visual literacy course applied inservice teachers purpose designed course train educators instrument measure level visual literacy participants intervention found differences background visual literacy essential improving visual communication skills inservice teachers use construct visual material permanently hence need trained developing visual literacy taking account pace life specific needs methodology employed quasiexperimental onegroup pretestposttest design area study social science specifically education population inservice teachers work private schools north zone quito ecuador convenience sampling method used conduct pilot study 51 teachers one private school visual literacy course designed based acrl visual literacy competency standards differences level visual literacy measured visual literacy test 45 items made specific purpose differences pretest posttest found performing paired samples ttest collected data contribution research contributes visual literacy research focused inservice teachers instruction practical study based complete proposal training evaluated visual literacy level inservice teachers findings findings show statistically significant differences pretest posttest scores teachers improved level visual literacy 20hour blended learning visual literacy course recommendations practitioners practitioners adapt length training course teachers schedules review course themes items visual literacy test know specific content taught along course recommendation researchers researchers want replicate similar study bigger group participants possible control group impact society study indicates teachers could improve level visual literacy attending wellstructured training course thus crucial offer inservice teachers opportunity improve visual communication skills concrete learning process adapted schedules life future research future research focus evaluating treatment practical projects previous acquired knowledge inservice teachers