Exploring mathematics teachers perspectives on the effectiveness of blended learning for professional development program.

The implementation of a blended learning approach in a teacher professional development program needs to get more attention. The objective of the present study was to investigate in-service mathematics teachers' perspectives on the effectiveness of blended learning in the Teacher Professional Development Program. Sixty-four in-service mathematics teachers who completed the program in two large universities in Jakarta Province involved voluntarily in the study. By employing a cross-sectional survey, participants' responses were collected through a closed and open-ended questionnaire developed by the researcher. The data were analyzed descriptively. As a result, most participants revealed a positive perspective towards blended learning and instructors' feedback, independence, and discipline in accomplishing online assignments, readiness in technical support, and improvement of interaction. Besides, participants unpacked their points of view related to the implementation of the program. Implications of the study suggest how the findings of the study may be critical for policy, practice, and subsequent study. Finally, several recommendations are offered to improve the program. [ABSTRACT FROM AUTHOR]