A Model for the Identification of Challenges to Blended Learning
ARTICLE
E A. Draffan, Peter Rainger
Association for Learning Technology Journal Volume 14, Number 1, ISSN 0968-7769
Abstract
A model for an inclusive approach to the identification of challenges to blended learning as a means to identify educational accessibility issues is presented. By focusing on both the learner and teacher perspectives, the model encompasses a broad range of factors, including learner characteristics, learning and teaching environments, interactions and activities. The proposed model provides a starting point for the identification of challenges to learning from a socio-cultural perspective rather than a medical or rehabilitation perspective. This holistic perspective is key to moving "thinking" towards a more inclusive learning approach that embraces the needs of all learners, regardless of a defined disability. (Contains 1 table, 3 figures and 5 notes.)
Citation
Draffan, E.A. & Rainger, P. (2006). A Model for the Identification of Challenges to Blended Learning. Association for Learning Technology Journal, 14(1), 55-67. Retrieved March 28, 2024 from https://www.learntechlib.org/p/102661/.
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Keywords
- Accessibility (for Disabled)
- assistive technology
- blended learning
- Computer Assisted Instruction
- Disabilities
- EDUCATIONAL ENVIRONMENT
- educational technology
- electronic learning
- Holistic Approach
- instructional design
- internet
- models
- Sociocultural Patterns
- student attitudes
- Student Characteristics
- teacher attitudes
- teaching methods
- Web Based Instruction
Cited By
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Research in Learning Technology Vol. 25, No. 1 (2017)
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Universal Design for Learning (UDL) in Blended Instruction of Graduate Students in an Augmentative and Alternative Communication (AAC) Course
Elizabeth Dalton, University of Rhode Island; Dalton Education Services International, United States
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2164–2168
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Disabled Learners’ Experiences of E-learning
Mike Wald, Jane Seale & E A Draffan, University of Southampton, United Kingdom
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 6374–6383
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Evaluating the Pedagogical Value of Blended Learning in Informatics and Mathematics Education: A Comparative Study
Said Hadjerrouit, University of Agder; Faculty of Technology & Sciences, Department of Mathematics and Sciences, Norway
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 3751–3760
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Disabled Learners’ Experiences of E-learning
Mike Wald, E.a. Draffan & Jane Seale, University of Southampton, United Kingdom
Journal of Educational Multimedia and Hypermedia Vol. 18, No. 3 (July 2009) pp. 341–361
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