Blended Learning Approach for Technology Enhanced Learning Environment
Ben Daniel, Kathleen Matheos, Gordon McCalla, University of Saskatchewan, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, USA ISBN 978-1-880094-54-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
There is an increasing interest in the notion of blended learning as an effective approach for enhancing learning in higher education and the corporate sector. Despite this growing interest, little empirical work is available to support the effectiveness of this approach. We argue that the promise of blended learning to improving teaching and learning will depend on the availability of empirical evidence in support of its practical and theoretical application to both learning and research, and conceptual clarification of the term. In this paper we present preliminary issues that emerged from an empirical study on blended learning, involving a group of first year computer science service course students. Given a large range of technology and human support options, we identify issues connected to students' choices for the use of various technologies and human support. An operational definition of blended learning and future issues for analysing the data in the project are outlined.
Daniel, B., Matheos, K. & McCalla, G. (2004). Blended Learning Approach for Technology Enhanced Learning Environment. In J. Nall & R. Robson (Eds.), Proceedings of E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1840-1845). Washington, DC, USA: Association for the Advancement of Computing in Education (AACE).
© 2004 Association for the Advancement of Computing in Education (AACE)
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Jianxia Cao & Akinori Nishihara, Tokyo Institute of Technology, Japan, Japan
Global Learn 2011 (Mar 28, 2011) pp. 1128–1137
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