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

By D. Randy Garrison, Norman D. Vaughan

This groundbreaking ebook deals a down-to-earth source for the sensible program of mixed studying in greater schooling in addition to a entire exam of the subject. Well-grounded in study, Blended studying in better Education sincerely 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 technique has confirmed to either increase and extend the effectiveness and potency of educating and studying in larger schooling throughout disciplines.

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

Blended studying in greater Education

  • Outlines seven mixed studying remodel ideas
  • Explains the pro improvement concerns necessary to the implementation of mixed studying designs
  • Presents six illustrative situations of combined studying layout
  • Contains sensible guidance to combined studying redecorate
  • Describes strategies and instruments for attractive scholars

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

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

Example text

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.

But too much direct intervention can undermine students’ taking responsibility for their learning. The primary role for direct instruction is to ensure that discourse and collaboration evolve in constructive and purposeful ways. PRINCIPLE: Ensure That Inquiry Moves to Resolution and That Metacognitive Awareness Is Developed Recent research has begun to emphasize the importance of strong leadership to ensure that discussions stay “on task and on track” (Vaughan & Garrison, 2005). Inquiry is founded in a questionbased approach.

However, a face-to-face environment may be more conducive to defining the task and negotiating expectations and responsibilities. A study of critical thinking in a blended environment determined that face-to-face seminars created more new ideas but online conferences produced more important, justified, and linked ideas; that is, there was deeper critical thinking in online discussions (Newman, Webb, & Cochrane, 1995; Newman, Johnson, Cochrane, & Webb, 1996). Similarly, Meyer (2003) states that online “discussions were often more ‘thoughtful,’ more reasoned, and drew evidence from other sources” (p.

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