Exploring Blended Learning Relationships in Higher Education Using a Systems-Based Framework

Autor/inn/en	McGee, Elisabeth; Poojary, Prerna
Titel	Exploring Blended Learning Relationships in Higher Education Using a Systems-Based Framework
Quelle	In: Turkish Online Journal of Distance Education, 21 (2020) 4, S.1-13, Artikel 1 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (McGee, Elisabeth) ORCID (Poojary, Prerna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1302-6488
Schlagwörter	Blended Learning; College Students; College Faculty; Educational Environment; Teacher Student Relationship; Student School Relationship; Cooperation; Educational Technology; Student Centered Learning; Florida + Suchen Sie Ihr Suchwort? Collegestudent; Fakultät; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teacher student relationships; Lehrer-Schüler-Beziehung; Schüler-Lehrer-Beziehung; Co-operation; Kooperation; Unterrichtsmedien; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	The adoption of a blended learning approach is increasing among higher education institutions with a significant amount of research that focuses on linear relationships. However, there is limited research on how the blended learning environment functions and interacts as a complex system. There is a need for more research that explores the relationships that exist within a blended learning environment using a system-based framework, such as the Complex Adaptive Blended Learning Systems (CABLS) framework. The purpose of this qualitative phenomenological study was to explore the perceived relationships that exist within the CABLS in a higher education blended learning environment. Interviews were conducted with the learner, teacher, institutional administrators, and learning support staff. A thematic analysis was used to identify themes to better understand stakeholder relationships within the CABLS framework. The results of this study seek to provide all stakeholders with a better understanding of the complex interdependent relationships within the CABLS framework to optimize a collaborative approach to blended learning. (As Provided).
Anmerkungen	Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: rektor@anadolu.edu.tr; e-mail: TOJDE@anadolu.edu.tr; Web site: http://tojde.anadolu.edu.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01