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Blended Learning across Disciplines

Book Description

The idea of combining face-to-face learning with some form on online learning made sense a decade ago as it allowed much more flexibility in delivering instruction to diverse groups of learners. Today, blended learning has become a mainstay for universities because of that flexibility, but more importantly, because of the thousands of dollars that can be saved by changing the mode of delivery so that there is much more online than face-to-face delivery.Blended Learning across Disciplines: Models for Implementation presents a global perspective on blended learning and augments that perspective with examples and applications from leading scholars around the world. It highlights examples from the school system, from undergraduate classes, and from graduate classes and also discusses androgogical principles as they apply to blended learning situations.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Foreword
  5. Acknowledgment
  6. Section 1: Theorizing About Blended Learning
    1. Chapter 1: Towards a Technology- Enhanced University Education
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. CONCLUSION
    2. Chapter 2: Blended Courses as Drivers of Institutional Transformation
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MANAGING GROWTH AT UCF
      5. CONCLUSION
      6. Appendix A
    3. Chapter 3: The Use of Asynchronous Video Communication to Improve Instructor Immediacy and Social Presence in a Blended Learning Environment
      1. ABSTRACT
      2. INTRODUCTION
      3. CONTEXT
      4. FUTURE RESEARCH DIRECTIONS
      5. CONCLUSION
    4. Chapter 4: Blended Learning Revisited
      1. ABSTRACT
      2. INTRODUCTION
      3. BLENDED LEARNING EXAMPLES ON EDUCATION
      4. LEVELS IN ACTIVITY INVOLVEMENT AND RESULTS
      5. FURTHER STEPS: FROM BLENDED TO MOBILE LEARNING
      6. CONCLUSION
  7. Section 2: Practising Blended Learning
    1. Chapter 5: Blended Learning Examples in Education and Chemistry
      1. ABSTRACT
      2. INTRODUCTION
      3. DEFINITIONS OF BLENDED AND MOBILE LEARNING
      4. BACKGROUND
      5. DISTANCE LEARNING ISSUES IN DEVELOPING COUNTRIES
      6. STUDENT-CENTERED PEDAGOGY
      7. FOUNDATIONS CHEMISTRY
      8. FUTURE DIRECTIONS
      9. CONCLUSION
    2. Chapter 6: Blended and Mobile Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. LEARNING ENVIRONMENT AT WAIKATO
      5. TEACHING NZ LAW STUDENTS
      6. COURSE DESIGN TO DEVELOP INDEPENDENT LEARNERS
      7. INFORMATION PROCESS AND ANALYSIS: METHODS FOR SUCCESSFUL LEARNING
      8. CONSTRUCTIVIST THEORY AND MAORI LEARNING
    3. Chapter 7: Towards Alleviating the Post-Apartheid Education Crisis in South Africa
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. THE BLENDED LEARNING APPROACH
      5. STRUCTURE OF THE ISP PROGRAMME
      6. THE LEARNING CYCLE
      7. INSTRUCTIONAL DESIGN OF THE DVDS
      8. ACTION RESEARCH AS METHODOLOGY
      9. EVALUATION OF THE BLENDED MODEL
      10. FUTURE RESEARCH DIRECTIONS
      11. CONCLUSION
    4. Chapter 8: The Role of Blended Learning in 21st Century Medical Education
      1. ABSTRACT
      2. INTRODUCTION
      3. BLENDED LEARNING IN MEDICINE
      4. WHY USE BLENDED LEARNING IN MEDICINE?
      5. FUTURE OF MEDICAL EDUCATION AND ROLE OF A BLENDED LEARNING CURRICULUM
      6. CURRENT LIMITATIONS
      7. CONCLUSION
  8. Section 3: Extending Blended Learning
    1. Chapter 9: Fundamental Design Elements of Pervasive Games for Blended Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. ALTERNATE AND AUGMENTED REALITY GAME FRAMEWORKS
      5. METIL PROJECT EXAMPLES
      6. MOVING KNOWLEDGE ENGINE DESIGN AND CAPABILITIES
      7. RELEVANCE TO BLENDED LEARNING
      8. THE ROAD FORWARD
    2. Chapter 10: A Case Study of a Blended Doctoral Program in Educational Technology
      1. ABSTRACT
      2. INTRODUCTION
      3. RETHINKING DOCTORAL EDUCATION
      4. A BLENDED EDUCATION DOCTORATE TIMELINE
      5. EDUCATION DOCTORATE IN EDUCATIONAL TECHNOLOGY
      6. CONCLUSION
    3. Chapter 11: Blended Learning in Nigeria
      1. ABSTRACT
      2. INTRODUCTION
      3. RESEARCH OBJECTIVES
      4. CONTEXTUALIZATION
      5. THE CONCEPT OF BLENDED LEARNING
      6. STUDENT READINESS TO LEARN MIS
      7. COMPETENCIES IN TEACHING MIS
      8. BLENDED LEARNING PROBLEMS IN NIGERIA
      9. RESEARCH METHODOLOGY
      10. RESULTS AND DISCUSSION
      11. CONCLUSION AND RECOMMENDATIONS
    4. Chapter 12: Blending In
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. SECOND-WAVE ENABLED TECHNOLOGY ENHANCED LEARNING
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
    5. Chapter 13: Short Message Services for Supporting Student Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. EDUCATIONAL CONTEXT
      4. LEARNING NEEDS
      5. ARTEFACTING INTERNAL DIALOGUE
      6. MOBILE LEARNING ENVIRONMENT
      7. BLENDING CONNECTIVITY, INTERACTIVITY AND MOBILITY
      8. SEAMLESS INTEGRATION OF PRIVATE & PUBLIC SPACES
      9. INTERFACING MOBILITY WITH LMS
      10. IMPLEMENTATION MODEL OF BLENDED MOBILE LEARNING WITH LMS
      11. SHORT MESSAGE SERVICES (SMS) IN LMS
      12. VIRTUAL NOTICEBOARD
      13. COLLABORATIVE MOBILE MEMOS
      14. COLLABORATIVE-NETWORKED LEARNING
      15. PODCAST-MEDIATED REFLECTION
      16. DISCUSSION
      17. CONCLUSION
  9. Compilation of References
  10. About the Contributors