Blended Learning

Research Perspectives, Volume 3
1. Auflage 2021
ISBN: 978-0-367-48040-0
Verlag: Routledge

Buch, Englisch, 438 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 633 g

Blended Learning: Research Perspectives, Volume 3 offers new insights into the state of blended learning, an instructional modality that combines face-to-face and digitally mediated experiences. Education has recently seen remarkable advances in instructional technologies such as adaptive and personalized instruction, virtual learning environments, gaming, analytics, and big data software. This book examines how these and other evolving tools are fueling advances in our schools, colleges, and universities. Original scholarship from education’s top thinkers will prepare researchers and learning designers to tackle major issues relating to learning effectiveness, diversity, economies of scale, and beyond.

Autoren/Hrsg.

Picciano, Anthony G.

Dziuban, Charles D.

Graham, Charles R.

Moskal, Patsy D.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik E-Learning, Bildungstechnologie
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Privatschulen, alternative Schulformen

Inhaltsverzeichnis

Section I - Introduction and Foundations 1. Introduction 2. Exploring Definitions, Models, Frameworks, and Theory for Blended Learning Research Section II – Student Outcomes 3. Neotraditional Students and Online Discussions: What Do They Really Want? 4. Blended Delivery Modes and Student Success: An In-Depth Exploration of How Different Levels of Online and Blended Course Taking Relate to Student Retention 5. Scaling Course Design as Learning Analytics Variable Section III – Faculty Issues 6. Highly Effective Blended Teaching Practices 7. Blended Faculty Community of Inquiry Transforms Online Teaching Perceptions and Practices 8: Impact Analysis of Ten Years of Blended Learning Section IV – Adaptive Learning ResearchChapter 9: Efficacy of Adaptive Learning in Blended Courses 10. Adaptive and Active: The Integration of Adaptive Courseware Through the Lens of Blended Learning 11. A Blended Learning Case Study: Geo Exploration, Adaptive Learning and Visual Knowledge Acquisition Section V – K-12 Perspectives 12. Competencies and Practices for Guiding K-12 Blended Teacher Readiness 13. Examining Peer-to-Peer Supports in K-12 Blended Academic Communities of Engagement 14. Intellectual Agency of Linguistically Diverse Students with Disabilities in a Blended Learning Environment 15. Multimodal Blended Learning and English Language Learners Section VI – International Perspectives 16. Negotiating the Blend 17. Blended Learning and Shared Metacognition: What’s the Connection? 18. Evidence-Based Blended Learning Design: A Synthesis of Findings from Four Studies Section VI – Science and Health Research 19. Blending Geoscience Laboratory Learning and Undergraduate Research with Interactive Open Educational Resources 20. Student Experiences Learning Psychomotor Skills in a Blended Doctor of Physical Therapy Program 21. Integrative Blended Learning: Theory, Disciplines, Application, Critical Thinking and Assessment - Paige L. McDonald, Karen S. Schlumpf, Gregory C. Weaver, Mary Corcoran The Future 22. Education and Blended Learning: Some Possible Futures

Über Autor(innen)

Anthony G. Picciano is Professor of Education Leadership at Hunter College and Professor in the PhD program in Urban Education at the City University of New York Graduate Center, USA.

Charles D. Dziuban is Director of the Research Initiative for Teaching Effectiveness at the University of Central Florida, USA.

Charles R. Graham is Professor of Instructional Psychology and Technology at Brigham Young University, USA.

Patsy D. Moskal is Director of the Digital Learning Impact Evaluation in the Research Initiative for Teaching Effectiveness at the University of Central Florida, USA.