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Blended learning

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Full-Text Articles in Educational Technology

Using Podcasting For Blended Learning, Sherry Robinson, Hans-Anton Stubberud, Carsten Blom-Ruud Apr 2010

Using Podcasting For Blended Learning, Sherry Robinson, Hans-Anton Stubberud, Carsten Blom-Ruud

International Journal for Business Education

Blended learning is a hybrid learning format combining some of the best features of distance learning and traditional face-to-face classes. Through the use of online course management sites and other media, students can access material at their convenience and attend a reduced number of classes that then emphasize interaction. This educational opportunity is especially valuable for working adults who cannot attend traditional classes. However, the lack of lectures can be a challenge for students who learn best by hearing. Podcasting, which involves the creation and distribution of audio and/or video files, is one tool that can help students to learn …

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Doctoral Students' Perceptions Of Learning In A Blended Research Methods Course : Three Telling Cases, Sedef Uzuner Smith Jan 2010

Doctoral Students' Perceptions Of Learning In A Blended Research Methods Course : Three Telling Cases, Sedef Uzuner Smith

Legacy Theses & Dissertations (2009 - 2024)

As Walker, Golde, Jones, Bueschel, and Hutchings (2008) state, research is "the sine qua non of the doctorate" (p. 4). Therefore, equipping students with the knowledge and skills to conduct research is a key priority in doctoral education. Blended instruction is a promising, yet so far seldom used model for supporting doctoral students' learning and research training. This model includes a combination of traditional face-to-face (FTF) instruction with Web-based online approaches.

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The Potential Of Asynchronous Video In Online Education, Michael E. Griffiths, Charles R. Graham Jan 2009

The Potential Of Asynchronous Video In Online Education, Michael E. Griffiths, Charles R. Graham

Faculty Publications

There are differences in the benefits that are afforded by the two extremes of face-to-face and distance education. University campus courses are based on the assumption that the student community and interaction between learners and an expert teacher in the same physical location is essential to the learning process. In comparison, distance education provides a learner with flexibility, individualized learning, lower costs, and self-determination in the learning process. Much research has been invested into modern approaches that may be able to harness key benefits from both face-to-face and distance education. One recent breakthrough has come in the use of asynchronous …

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Blended Learning Systems Definition, Current Trends, And Future Directions, Charles R. Graham Jan 2006

Blended Learning Systems Definition, Current Trends, And Future Directions, Charles R. Graham

Faculty Publications

The term blended learning is being used with increased frequency in both academic and corporate circles. In 2003, the American Society for Training and Development identified blended learning as one of the top ten trends to emerge in the knowledge delivery industry (Rooney, 2003). In 2002, the Chronicle of Higher Education quoted the president of Pennsylvania State University as saying that the convergence between online and residential instruction was “the single-greatest unrecognized trend in higher education today” (Young, 2002, p. A33). Also quoted in that article was the editor of the Journal of Asynchronous Learning Networks, who predicted a dramatic …

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Blending Face-To-Face And Distance Learners In A Synchronous Class: Instructor And Learner Experiences, P. Clint Rogers, Charles R. Graham, Rus Rasmussen, J. Olin Campbell, Donna M. Ure Jan 2003

Blending Face-To-Face And Distance Learners In A Synchronous Class: Instructor And Learner Experiences, P. Clint Rogers, Charles R. Graham, Rus Rasmussen, J. Olin Campbell, Donna M. Ure

Faculty Publications

Like many institutions, Brigham Young University (BYU) is searching for ways to extend the reach of its programs without expanding the physical classroom and without incurring unreasonable costs. Internet supported instruction provides one alternative, with millions of students already attending Web-based classes (Gubernick & Ebeling, 1997). This case study examines the development of a class that blends distance and face-to-face students in a synchronous class. This case study focuses on how this blended learning environment was experienced by the distance and face-to-face students as well as the instructor.

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