Using Blended Learning
Evidence-Based Practices
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Beschreibung
This book discusses evidence-based practices related to the use of blended learning in both K-12 and higher education settings. Specifically, this book features evidence-based practices in relation to the following five learning goals: (a) Fostering students’ attitude change toward country, (b) Helping students’ solve ill-structured design task problems, (c) Improving students’ critical thinking in assessing sources of information, (d) Improving students’ narrative and argumentative writing abilities and (e) Enhancing students’ knowledge retention and understanding. To achieve this aim, the authors draw upon their own research studies as well as some other relevant studies to reveal the pedagogical approaches, the specific instructional/learning activities, the technologies utilized and the overall framework for developing blended learning experiences.
Focuses on both K-12 and higher education settings Examines student performance outcomes in blended learning settings Provides evidence-based data for incorporating blended learning in classrooms Aligns technologies with learning goals Includes supplementary material: sn.pub/extras
Autor*in
Khe Foon Hew
Themen in »Using Blended Learning«
Blended learning Online teaching and learning blended learning for conceptual knoweledge blended learning for procedural knowledge e learning evidence-based perspectives on blended learning face to face and online learning impact of blended learning on learning goals online learning and instruction performance outcomes in blended learning task design for online learning technologies for blended learning learning and instruction
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“The chapters are indeed easy to read and contain plenty of valuable information, and the time taken in my busy schedule to absorb details remained practical. … Using blended learning is full of tables, figures and diagrams that illustrate their findings. … you will find it a valuable addition to your professional library.” (Diane P. Janes, British Journal of Educational Technology, Vol. 46 (3), 2015)
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