D. Randy Garrison, Norman D. Vaughan's Blended Learning in Higher Education: Framework, Principles, PDF

By D. Randy Garrison, Norman D. Vaughan

ISBN-10: 0787987700

ISBN-13: 9780787987701

ISBN-10: 1118269551

ISBN-13: 9781118269558

This groundbreaking publication bargains a down-to-earth source for the sensible software of combined studying in better schooling in addition to a finished exam of the subject. Well-grounded in examine, Blended studying in greater Education in actual fact demonstrates how the combined studying technique embraces the conventional values of face-to-face instructing and integrates the simplest practices of on-line studying. This strategy has confirmed to either increase and extend the effectiveness and potency of training and studying in better schooling throughout disciplines.

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

Blended studying in larger Education

  • Outlines seven combined studying remodel ideas
  • Explains the pro improvement concerns necessary to the implementation of combined studying designs
  • Presents six illustrative situations of mixed studying layout
  • Contains sensible instructions to mixed studying remodel
  • Describes ideas and instruments for attractive scholars

Content:
Chapter 1 creation (pages 1–11):
Chapter 2 group of Inquiry and mixed studying (pages 13–30):
Chapter three Designing mixed studying to Create a group of Inquiry (pages 31–48):
Chapter four group of Inquiry for college improvement (pages 49–67):
Chapter five situations (pages 69–83):
Chapter 6 instructions (pages 85–104):
Chapter 7 thoughts and instruments (pages 105–141):
Chapter eight the long run (pages 143–155):

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Extra info for Blended Learning in Higher Education: Framework, Principles, and Guidelines

Sample text

Consistent with the categories of social and cognitive presence, these are progressive; they do not reflect static categories. Although the categories are always present (for example, planning occurs throughout the educational process), the different categories take precedence as the inquiry process moves from planning to establishing and sustaining reflection and discourse. Teaching presence establishes the curriculum, approaches, and methods; it also moderates, guides, and focuses discourse and tasks.

The two contexts have different characteristics. The difference is the nature of the communication—that is, verbal versus text—as well as the physical presence of a teacher. Face-to-face discussion is fast-paced and fleeting, and structuring the discussion is a particular challenge. The facilitator must be cognitively agile by identifying important contributions, being energetic, moderating participation, DESIGNING BLENDED LEARNING TO CREATE A COMMUNITY OF INQUIRY 41 identifying issues, and, since time is of the essence, knowing when to summarize and move on.

Establishing and maintaining cognitive presence in blended communities is the area that is in greatest need of research. Cognitive presence goes to the heart of a community of interest. It has been argued that community supports the cognitive development of individuals. Garrison and Archer (2007) point out that only recently has research focused on the nature of formal, purposive online educational communities and their ability to support cognitive presence. Heckman and Annabi (2005) found written communication to be cognitively rich.

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Blended Learning in Higher Education: Framework, Principles, and Guidelines by D. Randy Garrison, Norman D. Vaughan


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