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Principles of Blended Learning

The rapid migration to remote instruction during the Covid-19 pandemic has expedited the need for more research, expertise, and practical guidelines for online and blended learning. A theoretical grounding of approaches and practices is imperative to support blended learning and sustain change acros...

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Main Authors: Vaughan, Norman D., Dell, Deborah, Cleveland-Innes, Martha, Garrison, Randy
Format: Online
Sprog:engelsk
Udgivet: Athabasca University Press 2023
Fag:
Blended learning; education theory; neoliberalism education; learning designer; curriculum design; online education theory; digital pedagogy; shared learning book; critical consciousness; digital learning discourse; culturally relevant pedagogy; education pedagogy; higher education theory; post secondary education; post grad education; digital praxis; learning ecologies
bic Book Industry Communication::J Society & social sciences::JN Education::JNA Philosophy & theory of education
thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education
Online adgang:https://directory.doabooks.org/handle/20.500.12854/132151
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Summary:The rapid migration to remote instruction during the Covid-19 pandemic has expedited the need for more research, expertise, and practical guidelines for online and blended learning. A theoretical grounding of approaches and practices is imperative to support blended learning and sustain change across multiple levels in education organizations, from leadership to classroom. The Community of Inquiry is a valuable framework that regards higher education as both a collaborative and individually constructivist learning experience. The framework considers the interdependent elements of social, cognitive, and teaching presence to create a meaningful learning experience. In this volume, the authors further explore and refine the blended learning principles presented in their first book, Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry, with an added focus on designing, facilitating, and directing collaborative blended learning environments by emphasizing the concept of shared metacognition.

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