By D. Randy Garrison, Norman D. Vaughan

ISBN-10: 0787987700

ISBN-13: 9780787987701

ISBN-10: 1118269551

ISBN-13: 9781118269558

This groundbreaking booklet deals a down-to-earth source for the sensible software of combined studying in larger schooling in addition to a finished exam of the subject. Well-grounded in examine, Blended studying in greater Education in actual fact demonstrates how the mixed studying technique embraces the conventional values of face-to-face instructing and integrates the easiest practices of on-line studying. This strategy has confirmed to either improve and extend the effectiveness and potency of educating and studying in greater schooling throughout disciplines.

during this much-needed booklet, authors D. Randy Garrison and Norman D. Vaughan current the foundational examine, theoretical framework, eventualities, ideas, and useful instructions for the remodel and transformation of the better schooling curriculum.

Blended studying in better Education

  • Outlines seven mixed studying remodel rules
  • Explains the pro improvement matters necessary to the implementation of mixed studying designs
  • Presents six illustrative eventualities of mixed studying layout
  • Contains useful directions to mixed studying redecorate
  • Describes innovations and instruments for enticing scholars

Content:
Chapter 1 creation (pages 1–11):
Chapter 2 neighborhood of Inquiry and combined studying (pages 13–30):
Chapter three Designing combined studying to Create a group of Inquiry (pages 31–48):
Chapter four group of Inquiry for college improvement (pages 49–67):
Chapter five eventualities (pages 69–83):
Chapter 6 directions (pages 85–104):
Chapter 7 options and instruments (pages 105–141):
Chapter eight the long run (pages 143–155):

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Additional resources for Blended Learning in Higher Education: Framework, Principles, and Guidelines

Example text

On the one hand, the risk in a face-to-face environment is that too much focus and responsibility shifts to the teacher. As a result, students’ first choice inevitably will be to turn to the teacher for answers. Consistent with this, Heckman and Annabi (2005) found that face-to-face discussions were choreographed by the teacher, alternating between the teacher and a student in a linear, turn-taking manner. On the other hand, in an online environment the risk has been lack of structure and communication logic or coherence.

Blended learning designs provide for sustained discourse and critical reflection. For deep and meaningful approaches to be successful, it is essential that students be assessed for their depth of understanding, not for simple factual recall. Blended face-to-face and online learning environments provide appropriate and constructive assessment venues. PRINCIPLE: Ensure Assessment Is Congruent with Intended Learning Outcomes From a formative perspective, assessment speaks to the importance of discourse to identify misconceptions.

Consistent with this, Heckman and Annabi (2005) found that face-to-face discussions were choreographed by the teacher, alternating between the teacher and a student in a linear, turn-taking manner. On the other hand, in an online environment the risk has been lack of structure and communication logic or coherence. Early in the emergence of online learning, the perceived democratic potential of asynchronous communication produced many advocates for less structure and the “guide on the side” approach.

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Blended Learning in Higher Education: Framework, Principles, and Guidelines by D. Randy Garrison, Norman D. Vaughan


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