Teaching in blended learning environments : creating and sustaining communities of inquiry / Norman D. Vaughan, Martha Cleveland-Innes, and D. Randy Garrison.

By: Contributor(s): Material type: TextTextSeries: Publication details: Edmonton, AB : AU Press, Athabasca University, (c)2013.Description: 1 online resourceContent type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
Subject(s): Genre/Form: LOC classification:
  • LB1044 .T433 2013
Online resources: Available additional physical forms:
Contents:
Design -- Facilitation -- Direct instruction -- Assessment -- Technology -- Conclusion.
Subject: "Teaching in Blended Leaning Environments provides a coherent framework in which to explore the transformative concept of blended learning. Blended learning can be defined as the organic integration of thoughtfully selected and complementary face-to-face and online approaches and technologies. A direct result of the transformative innovation of virtual communication and online learning communities, blended learning environments have created new ways for teachers and students to engage, interact, and collaborate. The authors argue that this new learning environment necessitates significant role adjustments for instructors and generates a need to understand the aspects of teaching presence required of deep and meaningful learning outcomes. Built upon the theoretical framework of the Community of Inquiry --
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Item type Current library Collection Call number URL Status Date due Barcode
Online Book (LOGIN USING YOUR MY CIU LOGIN AND PASSWORD) Online Book (LOGIN USING YOUR MY CIU LOGIN AND PASSWORD) G. Allen Fleece Library ONLINE Non-fiction LB1044.87 .384 2013 (Browse shelf(Opens below)) Link to resource Available ocn833553858

Includes bibliographies and index.

Conceptual framework -- Design -- Facilitation -- Direct instruction -- Assessment -- Technology -- Conclusion.

"Teaching in Blended Leaning Environments provides a coherent framework in which to explore the transformative concept of blended learning. Blended learning can be defined as the organic integration of thoughtfully selected and complementary face-to-face and online approaches and technologies. A direct result of the transformative innovation of virtual communication and online learning communities, blended learning environments have created new ways for teachers and students to engage, interact, and collaborate. The authors argue that this new learning environment necessitates significant role adjustments for instructors and generates a need to understand the aspects of teaching presence required of deep and meaningful learning outcomes. Built upon the theoretical framework of the Community of Inquiry --

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