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Expanding the Learning Space: Transitioning from a Face-to-Face to a Blended Learning Experience Without Losing the “Human Touch”
PROCEEDINGS

, , , , Uniformed Services University of the Health Sciences, United States

EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Blended instruction provides both an opportunity and a challenge for educators. Incorporating technology into their teaching allows instructors to expand the instructional toolkit and “learning space.” However, adding to the instructional toolkit requires educators to make careful choices about which tools to use for which types of activities. Instructors of blended courses who know they will have classroom time with their students may be tempted to focus on Bloom’s lower-level activities in the online portion of the course and application in the classroom. However, it is both possible and beneficial to incorporate higher-level activities into the online portion as well. This session will demonstrate key elements of a blended learning experience, explain the theoretical rationale for the instructional design decisions made during its development, and discuss lessons learned during the project.

Citation

Marcellas, B., Kurzweil, D., Goodie, J. & Henry, B. (2009). Expanding the Learning Space: Transitioning from a Face-to-Face to a Blended Learning Experience Without Losing the “Human Touch”. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2016-2017). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 17, 2019 from .

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