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Practical Applications and Experiences in K-20 Blended Learning Environments

Book Description

Learning environments continue to change considerably and is no longer confined to the face-to-face classroom setting. As learning options have evolved, educators must adopt a variety of pedagogical strategies and innovative technologies to enable learning. Practical Applications and Experiences in K-20 Blended Learning Environments compiles pedagogical strategies and technologies and their outcomes that have been successfully applied in blended instruction. Highlighting best practices as elementary, secondary, and tertiary educational levels; this book is a vital tool for educators who teach or plan to teach in blended learning environments and for researchers interested in the area of blended education knowledge.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
  5. Editorial Advisory Board and List of Reviewers
    1. Editorial Advisory Board
  6. Foreword
  7. Foreword
  8. Preface
    1. LAYOUT OF THE BOOK
  9. Acknowledgment
  10. Section 1: Blended Education: Trends, Design, and Development
    1. Chapter 1: Trends of Blended Learning in K-12 Schools
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. PEDAGOGY OF BLENDED LEARNING IN K-12 SCHOOLS
      5. BENEFITS OF BLENDED LEARNING TO K-12 STUDENTS
      6. CHALLENGES OF BLENDED LEARNING IN K-12 SCHOOLS
      7. SOLUTIONS AND RECOMMENDATIONS
      8. FUTURE RESEARCH DIRECTIONS
      9. CONCLUSION
    2. Chapter 2: Blended Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. HISTORY OF AND TRENDS OF BLENDED LEARNING IN HIGHER EDUCATION
      4. BENEFITS OF BLENDED LEARNING
      5. CHALLENGES OF BLENDED LEARNING IN HIGHER EDUCATION
      6. IMPLEMENTING BLENDED LEARNING ENVIRONMENTS IN HIGHER EDUCATION COURSES- RECOMMENDATIONS FOR OVERCOMING THE CHALLENGES
      7. CONCLUSION
    3. Chapter 3: Blended Instruction
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. SUMMARY AND RECOMMENDATIONS
    4. Chapter 4: Designing Quality Blended Courses
      1. ABSTRACT
      2. INTRODUCTION
      3. COURSE ALIGNMENT IN BLENDED LEARNING DESIGN
      4. ORGANIZATION OF INSTRUCTIONAL COMPONENTS IN BLENDED LEARNING
      5. USING ONLINE DISCUSSIONS IN BLENDED COURSES
      6. USING LEARNING STYLES TO GUIDE THE DESIGN OF BLENDED COURSES
      7. RECOMMENDATIONS FOR IINSTRUCTORS AND NSTRUCTIONAL DESIGN TEAMS
    5. Chapter 5: A Framework for Promoting Complex Learning in a Blended Learning Environment
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. FUTURE RESEARCH DIRECTIONS
      5. CONCLUSION
    6. Chapter 6: Blended Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. THE POTENTIAL OF VARIATION
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
  11. Section 2: Innovative Strategies in Blended Education
    1. Chapter 7: The Flipped Approach
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. CONCLUSION
    2. Chapter 8: Blending Face-to-Face and Technology
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. WHAT IS FLIPPED LEARNING AND HOW IS IT DONE?
    3. Chapter 9: Student-Driven Education with Flipped Learning and 20-Time
      1. ABSTRACT
      2. INTRODUCTION
      3. FLIPPED LEARNING
      4. IMPLEMENTING 20-TIME IN FLIPPED LEARNING ENVIRONMENTS
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
      7. APPENDIX
    4. Chapter 10: Flipping the College Classroom
      1. ABSTRACT
      2. ISSUES AND TRENDS WITH TECHNOLOGY IN EDUCATION
      3. OPENNESS FOR PARTICIPATORY EDUCATION
      4. INSTRUCTIONAL DESIGN STRATEGIES FOR FLIPPING THE CLASSROOM
      5. CONCLUSION
    5. Chapter 11: Hybrid Courses with Flexible Participation
      1. ABSTRACT
      2. INTRODUCTION: WHAT IS THE HYFLEX COURSE DESIGN?
      3. BACKGROUND: WHAT IS THE NEED FOR HYFLEX?
      4. DESIGNING A HYFLEX COURSE
      5. RESEARCH AND FUTURE DIRECTIONS
      6. IMPLEMENTING A HYFLEX COURSE
      7. CONCLUSION: ARE YOU READY FOR HYFLEX?
    6. Chapter 12: Using Blended Principles to Bridge the Gap between Online and On-Campus Courses
      1. ABSTRACT
      2. INTRODUCTION
      3. EXISTING COURSE DESIGN
      4. LESSONS LEARNED AND FUTURE IDEAS FOR COURSE DESIGN
  12. Section 3: Best Practices in K-20 Blended Education
    1. Chapter 13: Applying the Seven Principles for Good Practice in Undergraduate Education to Blended Learning Environments
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. EXAMINING THE APPLICATION OF THE SEVEN PRINCIPLES OF GOOD PRACTICE IN HIGHER EDUCATION HYBRID COURSES
      5. SOLUTIONS AND RECOMMENDATIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
    2. Chapter 14: Engaging Students in Large Classes through the Use of Blended Learning Instructional Strategies (BLIS)
      1. ABSTRACT
      2. INTRODUCTION
      3. MAIN FOCUS OF THE CHAPTER
      4. CONCLUSION
    3. Chapter 15: Blended Learning to Support Alternative Teacher Certification
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. BLENDED LEARNING IN TEACHER EDUCATION
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
  13. Section 4: Practical Applications and Student Outcomes in K-20 Blended Education
    1. Chapter 16: The Teacher's Role in the Blended Classroom ... Or When 1 + 1 > 2
      1. ABSTRACT
      2. INTRODUCTION
      3. THE BLENDED CLASSROOM-TRADITIONAL CLASSROOM INTEGRATED WITH TECHNOLOGY
      4. THE 6 GRADE CLASSROOM
      5. DEFINING THE BLENDED CLASSROOM
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
    2. Chapter 17: Fantasy Workshop
      1. ABSTRACT
      2. INTRODUCTION
      3. LEARNING
      4. BLENDED LEARNING
      5. MOTIVATION AND VARIATION
      6. FORMATIVE ASSESSMENT
      7. DIGITAL TRAINING MATERIALS AS SUPPORT FOR DIFFERENT STUDENT TYPES
      8. THE STUDY-FANTASY WORKSHOP
      9. RECOMMENDATIONS
      10. FUTURE RESEARCH DIRECTIONS
      11. CONCLUSION
    3. Chapter 18: A Blended Approach to Canadian First Nations Education
      1. ABSTRACT
      2. INTRODUCTION
      3. BLENDED LEARNING
      4. CONCLUSION AND RECOMMENDATIONS
    4. Chapter 19: Creating Dialogical Spaces in Blended Environments
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. METHODOLOGY
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
    5. Chapter 20: Innovations in Blended-Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. PROFICIENCY IN READING
      5. THE PILOT PROJECT STUDY
      6. CONCLUSION AND RECOMMENDATIONS FOR FURTHER RESEARCH
    6. Chapter 21: Online Homework and Correlated Success in University Mathematics Courses
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. METHODOLOGY
      5. DISCUSSION/RESULTS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
    7. Chapter 22: A Blended Course to Teach Graphical Programming Using LabVIEW
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. METHOD
      5. CONCLUSION
      6. FUTURE WORK
    8. Chapter 23: Blended Learning Support for Undergraduate Students’ Research and Writing Skills Development
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. FUTURE RESEARCH DIRECTIONS
      5. CONCLUSION
      6. APPENDIX 1
      7. APPENDIX 2
    9. Chapter 24: A Skype-Buddy Model for Blended Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. THE SKYPE-BUDDY PROJECT
      4. RESULTS
      5. ACCESS
      6. CONNECTIONS/RELATIONSHIP
      7. DISTRACTION
      8. FUTURE RESEARCH DIRECTIONS
      9. CONCLUSION
      10. APPENDIX
    10. Chapter 25: Blended Learning Experience of Graduate Students
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. QUESTION OF THE DAY
      5. THE STUDY
      6. LITERATURE REVIEW
      7. RESEARCH DESIGN
      8. RESULTS
      9. RECOMMENDATIONS AND FUTURE RESEARCH DIRECTIONS
      10. CONCLUSION
    11. Chapter 26: Key Factors for Maximizing the Effectiveness of Blended E-Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. KEY FEATURES OF THE BLENDED PROGRAM DESIGNED AND IMPLEMENTED VIA THE DISTANCE-ADULT-EDUCATION-CENTER FOR LIFELONG LEARNING”
      5. THE OBJECTIVES, THE METHODS AND THE SOURCES OF DATA FOR THE EVALUATION
      6. DISCUSSION/CONCLUSION
      7. PROPOSALS AND FUTURE RESEARCH DIRECTIONS
  14. Compilation of References
  15. About the Contributors