Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
In this paper we sought to understand how teachers chose to integrate a hybrid online education program in their classrooms and how how students' experiences were influenced by the integration. Data collected via classroom observations, personal interviews, and focus groups suggest four integration models: curriculum-based, activities-based, standards-based, and media-based. These models are discussed in the context of adventure learning in particular and hybrid online education in general.
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