A Model for the Identification of Challenges to Blended Learning

Autor/inn/en	Draffan, E. A.; Rainger, Peter
Titel	A Model for the Identification of Challenges to Blended Learning
Quelle	In: ALT-J: Research in Learning Technology, 14 (2006) 1, S.55-67 (13 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-7769
DOI	10.1080/09687760500479787
Schlagwörter	Teaching Methods; Models; Student Characteristics; Student Attitudes; Teacher Attitudes; Sociocultural Patterns; Educational Environment; Holistic Approach; Blended Learning; Educational Technology; Assistive Technology; Instructional Design; Web Based Instruction; Computer Assisted Instruction; Electronic Learning; Internet; Disabilities; Accessibility (for Disabled) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Schülerverhalten; Lehrerverhalten; Soziokulturelle Theorie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Holistischer Ansatz; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Web Based Training; Computer based training; Computerunterstützter Unterricht; Handicap; Behinderung; Accessibility; Zugänglichkeit
Abstract	A model for an inclusive approach to the identification of challenges to blended learning as a means to identify educational accessibility issues is presented. By focusing on both the learner and teacher perspectives, the model encompasses a broad range of factors, including learner characteristics, learning and teaching environments, interactions and activities. The proposed model provides a starting point for the identification of challenges to learning from a socio-cultural perspective rather than a medical or rehabilitation perspective. This holistic perspective is key to moving "thinking" towards a more inclusive learning approach that embraces the needs of all learners, regardless of a defined disability. (Contains 1 table, 3 figures and 5 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10