Blended learning in practice : a guide for practitioners and researchers /
Blended learning in practice : a guide for practitioners and researchers /
edited by Amanda G. Madden, Lauren Margulieux, Robert S. Kadel, and Ashok K. Goel ; foreword by Richard A. DeMillo.
- xx, 390 pages : illustrations ; 24 cm
Includes bibliographical references and index.
Introduction / New issues and approaches -- Three models for blending classes in a multi-section course / Preliminary evidence for the benefits of online education and blended learning in a large artificial intelligence class / Building purposeful online learning: outcomes from blending CS1301 / An innovative, blended, project-based health informatics course / Conducting research in blended courses -- Research methods in blended learning / Student attitudes about teamwork in face-to-face and blended technical communication classes / Analyzing quantitative and qualitative data for blended learning / Blended dynamics: does size matter? / Amanda G. Madden, Lauren Margulieux, Robert S. Kadel, and Ashok Goel -- Bonnie Ferri, Joyelle Harris, and Aldo Ferri -- Ashok Goel -- David Joyner -- Robert S. Kadel and Lauren Margulieux -- Rebecca E. Burnett, Olga Menagarishvili and Andy Frazee -- Lauren Margulieux and Robert S. Kadel -- Donald R. Webster, Robert S. Kadel and Amanda G. Madden -- 1. Part I: 2. 3. 4. 5. Part II: 6. 7. 8. 9. Course design case studies: solving common teaching issues -- Blending a first-year composition course using Assassin's Creed II / Blended learning in a mid-level, required course with students from majors / The problem-solving studio: an approach for structuring face-to-face learning activities in the flipped classroom / Global issues and leadership: Georgia Tech as a laboratory for the future of education / Conclusion / Amanda G. Madden -- Lauren Margulieux -- Joseph M. le Doux -- Joe Bankoff and Kenneth J. Knoespel -- Amanda G. Madden, Lauren Margulieux, Robert S. Kadel and Ashok Goel. Part III: 10. 11. 12. 13. 14.
"Blended learning refers to environments that combine face-face instruction with technology-mediated instruction. The most common model is the 'flipped' classroom, where lectures are viewed online outside of class time, leaving more time for productive discussion, laboratory work, and problem solving. In other models, discussion time can be shifted to online platforms, or the syllabus can include a combination of synchronous and asynchronous learning modules. There is good evidence that the use of blended learning can result in greater mastery of content and metacognitive skills, as well enhancing student engagement and satisfaction. The Georgia Institute of Technology has been a leader in experimenting with various formats of blended learning courses. Supported by the research and development resources provided by the Center for 21st Century Universities, instructors have implemented blended learning models over a range of courses. This book brings together case studies that document the design and learning outcomes of blended learning courses at Georgia Tech. The focus on one institution allows the disparate subject matter and models to be seen against a consistent background of institutional support and analysis. This set of case studies provides teachers and instructional designers with a rich array of examples and models to use as inspiration for their own course design. The editors have also included chapters on researching and designing effective course assessments that can measure engagement and learning outcomes"--
0262039478 9780262039475
2018024093
Blended learning--United States
Computer-assisted instruction--United States
Flipped classrooms--United States
Curriculum planning--Education--United States
Blended learning--United States--Case studies
Computer-assisted instruction--United States--Case studies
Flipped classrooms--United States--Case studies
Curriculum planning--Education--United States--Case studies
LB1028.5 / .B5695 2019
371.3
Includes bibliographical references and index.
Introduction / New issues and approaches -- Three models for blending classes in a multi-section course / Preliminary evidence for the benefits of online education and blended learning in a large artificial intelligence class / Building purposeful online learning: outcomes from blending CS1301 / An innovative, blended, project-based health informatics course / Conducting research in blended courses -- Research methods in blended learning / Student attitudes about teamwork in face-to-face and blended technical communication classes / Analyzing quantitative and qualitative data for blended learning / Blended dynamics: does size matter? / Amanda G. Madden, Lauren Margulieux, Robert S. Kadel, and Ashok Goel -- Bonnie Ferri, Joyelle Harris, and Aldo Ferri -- Ashok Goel -- David Joyner -- Robert S. Kadel and Lauren Margulieux -- Rebecca E. Burnett, Olga Menagarishvili and Andy Frazee -- Lauren Margulieux and Robert S. Kadel -- Donald R. Webster, Robert S. Kadel and Amanda G. Madden -- 1. Part I: 2. 3. 4. 5. Part II: 6. 7. 8. 9. Course design case studies: solving common teaching issues -- Blending a first-year composition course using Assassin's Creed II / Blended learning in a mid-level, required course with students from majors / The problem-solving studio: an approach for structuring face-to-face learning activities in the flipped classroom / Global issues and leadership: Georgia Tech as a laboratory for the future of education / Conclusion / Amanda G. Madden -- Lauren Margulieux -- Joseph M. le Doux -- Joe Bankoff and Kenneth J. Knoespel -- Amanda G. Madden, Lauren Margulieux, Robert S. Kadel and Ashok Goel. Part III: 10. 11. 12. 13. 14.
"Blended learning refers to environments that combine face-face instruction with technology-mediated instruction. The most common model is the 'flipped' classroom, where lectures are viewed online outside of class time, leaving more time for productive discussion, laboratory work, and problem solving. In other models, discussion time can be shifted to online platforms, or the syllabus can include a combination of synchronous and asynchronous learning modules. There is good evidence that the use of blended learning can result in greater mastery of content and metacognitive skills, as well enhancing student engagement and satisfaction. The Georgia Institute of Technology has been a leader in experimenting with various formats of blended learning courses. Supported by the research and development resources provided by the Center for 21st Century Universities, instructors have implemented blended learning models over a range of courses. This book brings together case studies that document the design and learning outcomes of blended learning courses at Georgia Tech. The focus on one institution allows the disparate subject matter and models to be seen against a consistent background of institutional support and analysis. This set of case studies provides teachers and instructional designers with a rich array of examples and models to use as inspiration for their own course design. The editors have also included chapters on researching and designing effective course assessments that can measure engagement and learning outcomes"--
0262039478 9780262039475
2018024093
Blended learning--United States
Computer-assisted instruction--United States
Flipped classrooms--United States
Curriculum planning--Education--United States
Blended learning--United States--Case studies
Computer-assisted instruction--United States--Case studies
Flipped classrooms--United States--Case studies
Curriculum planning--Education--United States--Case studies
LB1028.5 / .B5695 2019
371.3