J. McCracken and M. Dobson (Canada)
Blended learning, pedagogy, learning design
This paper presents a conceptual framework for designing blended learning environments that takes into account the insights from literature on distance learning, online learning, and classroom teaching. We attempt to integrate these perspectives into a principled approach to the design of blended learning environments that focuses on learning needs in relation to the affordances of technology. We illustrate the utility of the framework through an example of one blended learning initiative currently underway at a Canadian research university.
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