A Book Review of Blended Learning in Action: A Practical Guide Toward Sustainable Change (original) (raw)
In this article, I would like summarize the book, entitled Essentials for Blended Learning: A Standards-Based Guide. This book has 204 pages. It was edited by Marjorie Vai and written by Jared Stein and Charles R. Graham. Jared Stein is the director of Knowledge Resources at Instructure. Charles R. Graham is a professor of Instructional Psychology and Technology at Brigham Young University. He also currently serves as the Associate Dean for the David O. McKay School of Education. This book was first published in New York in the United States of America in 1974 by Routledge. Routledge is an imprint of the Taylor and Francis Group, an informal business. The International Standard Book Number of this book is 978-0-415-63515-5 (hbk). The International Standard Book Number of the printed version of this book is 978-0-415-63516-2. The International Standard Book Number of the ebook version of this book is 978-0-203-07525-8.
Blended Learning - State of the Nation
2018
Blended learning is accepted cross the globe in line with technological development and increased digitization. Blended learning designs have led the trends in higher education in the past five editions of the NMC Horizon Report, partly because of their flexibility, and convenience for students, although, it has been in use since the 1960´s. The concept is time and context dependent. Blended learning involves learners, teachers, administrators, technicians, leaders, and managers, all with a variety of aspirations and ambitions. Blended learning is part of the innovative transformation of education in the 21st century, as blended learning embraces personal quality learning. This widely recognized and personalized method engages, facilitates, and supports learning. UNESCO and the Commonwealth of Learning emphasize this approach, as it makes learning more flexible and convenient. This will help students be part of a global digital society. The blended learning model requires changes in the roles of both teachers and learners. These changes are accompanied by shifts in ownership and empowerment, where learners become prosumers and orchestrate their own learning regarding time, space, setting, path, and pace. This paper is based on a report on blended learning, state of the nation, written by the author on behalf of ICDE.
Reflections on the use of blended learning
2004
This paper reflects upon the experience of the delivery of a program at the University of Salford using blended learning. Facilitated by action research, it reports on the lessons learnt since the paper by Procter “Blended Learning in Practice”(Procter, 2003). Within the first cycle of action research we captured staff and students' opinions regarding the program, these are discussed in this paper.
Transcending Barriers Towards Effective Blended Learning Horizons (Pre-print manuscript
Emerging Techniques and Applications for Blended Learning in K-20 Classrooms, 2020
The present chapter highlights the changing nature of Blended Learning (BL, hereafter). In addition to this, the chapter provides various pedagogical considerations drawn both from the research literature, and the analysis of effective practices. Thus, by examining specific challenges and opportunities concerning the design, development and assessment practices in BL scenarios, the chapter unveils a proposal for effective instructional, organizational and learning decision-making. It also makes a call for opportune dissemination of blended learning practices and projects both nationally and transnationally, with the intention of offering an ample and steady scope to scaffold and support educators, learners and other agents to ensure quality and sustainability of the blended endeavors across time.
Nabard M. Ali, Blended Learning, Review Article
Review Article on Blended Learning, 2024
Abstract Teaching methods are now of interest to educators and teachers, so that they can choose methods and strategies that interact with students. From kindergarten to university. The method of “blended learning” as a new and modern method after the significant advances in educational technology, the demand for its use has increased. This is because it does not rely solely on e-learning, which isolates students from social interaction, but also to use and master modern technologies alongside face-to-face learning. This review study aims to demonstrate the effect of blended teaching on students' academic achievement, based on a review of previous research, especially selected research. Create perspectives and overviews concerning the effects of blended learning on students’ academic achievement. The study was conducted among a selection of six different studies, in different countries. (H.K. Grønlien et al. 2021) in Norway, (K.-A. Berga, et al. 2021) in Canada, (Sh. A Syan, et al. (2021)) Egypt, (Nofvia De Vega, et al. 2023) and (Rina Nur Hidayati, et al. 2023) in Indonesia and (JIANG et al. 2023) in Mainland China. Five of them are the research community of nursing students and one is the language learning department. After searching the title and subject of the review, it relies heavily on research conducted between 2020-2 The selection of studies from different environments and cultures allows us to look at the results from a broad and diverse perspective. Research results suggest that blended learning as a new approach affects the learning process to varying degrees. The majority of the selected studies show the effect between high and moderate. All of them support the use of blended learning as a new pedagogical approach. They recommend to education agencies and officials to pay attention to it. This review systematically worked on design information, methodology, geography, population, year and outcomes.
Blended Learning; Choices and Strategy Guidelines for effective interaction in learning practices
The content in this document is the result of a two-year project on blended learning in the initial teacher training programme of INHOLLAND University for Professional Education. Research and design of innovative learning practices was conducted by the INHOLLAND Centre for eLearning. This document offers a conversational framework for further discussion on (re-)design of learning practices based on blended learning and should not be regarded as a scientific article. Underlying research reports and articles on the subject are available through the Centre for e-learning.
The handbook of blended learning: Global perspectives, local designs
2006
Blended learning or blended e-learning sounds like a confusing term at first since it is relatively a new term for today's instructors. However, Moore reports that it can be traced as far back as the 1920s which was called -supervised correspondence study‖. For clarification of the term -blended learning‖ and informing the instructors about its common practices worldwide, the book provides readers a comprehensive resource about blended learning. It aims to raise awareness of adopting BL from institutional perspectives of many chapter authors from Australia, Korea, Malaysia, the UK, Canada and South Africa who are distinguished people mostly in instructional technology era. With this book, I guess the editors aim at both showing the big picture at macro level and present micro level examples which provide details of blended learning applications among their strengths and weaknesses. As introduced in the book, one of the editors Curtis J. Bonk, a former corporate controller and CPA, is now professor of educational psychology as well as instructional systems technology at Indiana University; the other editor Charles R. Graham is an assistant professor of instructional psychology and technology at Brigham Young University with a focus on technologymediated teaching and learning.