By D. Randy Garrison, Norman D. Vaughan

This groundbreaking e-book bargains a down-to-earth source for the sensible software of mixed studying in better schooling in addition to a complete exam of the subject. Well-grounded in learn, Blended studying in better Education in actual fact demonstrates how the mixed studying technique embraces the normal values of face-to-face educating and integrates the simplest practices of on-line studying. This process has confirmed to either improve and extend the effectiveness and potency of educating and studying in larger schooling throughout disciplines.

during this much-needed e-book, authors D. Randy Garrison and Norman D. Vaughan current the foundational study, theoretical framework, situations, ideas, and useful instructions for the redecorate and transformation of the better schooling curriculum.

Blended studying in greater Education

  • Outlines seven mixed studying redecorate ideas
  • Explains the pro improvement matters necessary to the implementation of mixed studying designs
  • Presents six illustrative situations of mixed studying layout
  • Contains useful directions to combined studying redecorate
  • Describes options and instruments for enticing scholars

Chapter 1 advent (pages 1–11):
Chapter 2 group of Inquiry and combined studying (pages 13–30):
Chapter three Designing mixed studying to Create a neighborhood of Inquiry (pages 31–48):
Chapter four neighborhood of Inquiry for college improvement (pages 49–67):
Chapter five situations (pages 69–83):
Chapter 6 guidance (pages 85–104):
Chapter 7 ideas and instruments (pages 105–141):
Chapter eight the longer term (pages 143–155):

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These principles reflect the establishment, sustainability, and progression of social and cognitive presence. The last principle, assessment, serves to maintain the accountability and credibility of the educational process. It keeps the educational process on track and identifies the inevitable need to shift focus or direction as learning develops. For purposes of analysis, the various presences have been discussed separately. However, this is an artificial separation, and we do not mean to suggest that one can discuss social presence in isolation from cognitive presence.

More revealing is a study by Murphy (2004) of collaborative 44 BLENDED LEARNING IN HIGHER EDUCATION problem solving in an online learning environment. The participants in this learning community were specifically tasked to formulate and resolve a problem. Perhaps not surprisingly, participants did move through all the five problem solving phases. In fact, “participants engaged more in problem resolution than in problem formulation” (Murphy, 2004, p. 5). What this shows is that when the goal is to move to resolution (for example, problem or case based), participants will move beyond exploration.

Students will need encouragement and guidance to engage in the discussion. “Lurking” or vicarious participation may be an issue. Although participants can benefit from actively following the discussion, overt participation provides much more benefit from a critical thinking perspective. Sharing and testing ideas is a crucial phase of critical inquiry. Facilitation has been shown to be crucial in modeling critical inquiry and sustaining cognitive presence. However, students must also feel they are contributing members of the community and must feel a sense of accomplishment.

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