Collaborative Inquiry: Expert Analysis of Blended Learning in Higher Education
Kari Wold, University of Virginia, United States
International Journal on E-Learning Volume 12, Number 2, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This paper reports on findings of a university focus group exploring blended learning in higher education. It first describes the findings regarding the amorphous definition of blended learning as well as whether and how universities might engage in the practice. This paper then explains the administrative, instructor, and student variables that affect whether and how blended learning may be used across universities. Findings indicate the most important role that determines whether sustainable blended learning is implemented in university settings is concrete, supportive actions taken by the administration. These findings are important as practicing effective blended learning brings great rewards to universities, and more importantly, to their students.
Wold, K. (2013). Collaborative Inquiry: Expert Analysis of Blended Learning in Higher Education. International Journal on E-Learning, 12(2), 221-238. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2013 Association for the Advancement of Computing in Education (AACE)
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