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A Model for the Identification of Challenges to Blended Learning
ARTICLE

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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 .

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