Design Principles for the Blend in Blended Learning: A Collective Case Study

Autor/inn/en	Lai, Ming; Lam, Kwok Man; Lim, Cher Ping
Titel	Design Principles for the Blend in Blended Learning: A Collective Case Study
Quelle	In: Teaching in Higher Education, 21 (2016) 6, S.716-729 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2016.1183611
Schlagwörter	Instructional Design; Blended Learning; Case Studies; Higher Education; Teacher Attitudes; Student Attitudes; Semi Structured Interviews; Learning Activities; Student Needs; Personal Autonomy; Interaction; Feedback (Response); Student Diversity; Definitions; Foreign Countries; Computer Mediated Communication; Technology Uses in Education; Cooperative Learning; Professional Development; Integrated Curriculum; Hong Kong + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Case study; Fallstudie; Case Study; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerverhalten; Schülerverhalten; Lernaktivität; Individuelle Autonomie; Interaktion; Begriffsbestimmung; Ausland; Computerkonferenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kooperatives Lernen; Hongkong
Abstract	This paper reports on a collective case study of three blended courses taught by different instructors in a higher education institution, with the purpose of identifying the different types of blend and how the blend supports student learning. Based on the instructors' and students' interviews, and document analysis of course outlines, two major principles, consolidation and extension, differentiating the design of the three courses, are identified. The consolidation principle emphasises designing different types of activities for students to think again, so that their knowledge can be consolidated. The extension principle emphasises the extension of the space of learning and catering the diverse needs of students. There are also design principles commonly found, with the emphases on student autonomy, interaction and feedback, and the awareness of student diversity. The findings contribute to the design of blended learning, especially on how the face-to-face and online components can be combined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01