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...
Zapisane w:
| Główni autorzy: | , , , |
|---|---|
| Format: | Online |
| Język: | angielski |
| Wydane: |
Athabasca University Press
2023
|
| Hasła przedmiotowe: | |
| Dostęp online: | https://directory.doabooks.org/handle/20.500.12854/132151 |
| Etykiety: |
Nie ma etykietki, Dołącz pierwszą etykiete!
|
| _version_ | 1869526574861123584 |
|---|---|
| author | Vaughan, Norman D. Dell, Deborah Cleveland-Innes, Martha Garrison, Randy |
| author_browse | Cleveland-Innes, Martha Dell, Deborah Garrison, Randy Vaughan, Norman D. |
| author_facet | Vaughan, Norman D. Dell, Deborah Cleveland-Innes, Martha Garrison, Randy |
| author_sort | Vaughan, Norman D. |
| collection | Directory of Open Access Books |
| description | 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. |
| format | Online |
| id | doab-20.500.12854ir-132151 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | Athabasca University Press |
| publisherStr | Athabasca University Press |
| record_format | ojs |
| spelling | doab-20.500.12854ir-1321512024-03-29T09:14:09Z Principles of Blended Learning Vaughan, Norman D. Dell, Deborah Cleveland-Innes, Martha Garrison, Randy 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 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. Published 2023-12-21T21:05:47Z 2023-12-21T21:05:47Z 2023-10-17 book 9781771993920; 9781771993937; 9781771993944 https://directory.doabooks.org/handle/20.500.12854/132151 eng Issues in Distance Education image/jpeg Attribution-NonCommercial-NoDerivatives 4.0 International https://www.amazon.ca/dp/B0CL7Y3F68 https://www.aupress.ca/books/120324-principles-of-blended-learning/ Athabasca University Press AU Press 10.15215/aupress/9781771993920.01 10.15215/aupress/9781771993920.01 6b1b8af7-79e4-4b18-b297-b983df0f073f 9781771993920; 9781771993937; 9781771993944 AU Press 1919-4390 186 Canada open access |
| spellingShingle | 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 Vaughan, Norman D. Dell, Deborah Cleveland-Innes, Martha Garrison, Randy Principles of Blended Learning |
| title | Principles of Blended Learning |
| title_full | Principles of Blended Learning |
| title_fullStr | Principles of Blended Learning |
| title_full_unstemmed | Principles of Blended Learning |
| title_short | Principles of Blended Learning |
| title_sort | principles of blended learning |
| topic | 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 |
| topic_facet | 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 |
| url | https://directory.doabooks.org/handle/20.500.12854/132151 |
| work_keys_str_mv | AT vaughannormand principlesofblendedlearning AT delldeborah principlesofblendedlearning AT clevelandinnesmartha principlesofblendedlearning AT garrisonrandy principlesofblendedlearning |