By Fu Lee Wang, Joseph Fong, Reggie C. Kwan
The instruction manual of study on Hybrid studying types: complex instruments, applied sciences, and Applications collects rising study and pedagogies on the topic of the convergence of educating and studying tools. this important source offers entry to the newest wisdom relating to hybrid studying, found and written through a global amassing of e-learning specialists
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Extra resources for Handbook of Research on Hybrid Learning Models: Advanced Tools, Technologies, and Applications
Sample text
Littlejohn and Pegler (2007) The “blend” which may refer either to the combination of e-learning with other approaches such as face-toface instruction, or the mixture within the e-learning mix of media. 38) (1) the integration of online with face-to-face instruction in a planned, pedagogically valuable manner and (2) do not just combine but trade off face-to-face time with online activity (or vice versa). 4) (1) The use of different internet-based tools including chat rooms, discussion groups, Podcasts and selfassessment tools to support a traditional course and (2) A mixture of face-to-face and e-learning Garrison and Vaughan (2008) No more about reshaping and enhancing the traditional classroom than it is about making e-learning more acceptable.
Table 1 presents a number of definitions of blended learning. Oliver and Trigwell (2005) echoed the criticisms of Bielawski and Metcalf (2003), and suggested that the phrase ‘blended learning’ is meaningless, and that it has gained considerable currency in both commercial and educational contexts because of its ambiguity. As can be seen from Table 1, Graham (2006), Allan (2007) and Littlejohn and Pegler (2007) have offered definitions of blended learning that try to overcome this difficulty. Sharpe et al.
Journal of Educational Media, 25(1), 31–38. 1080/13581650050001221 Postman, N.