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Blended Learning in Higher Education. Framework, Principles, and Guidelines

  • ID: 2218145
  • Book
  • November 2007
  • 272 Pages
  • John Wiley and Sons Ltd
Praise for Blended Learning in Higher Education

"Garrison and Vaughan have provided something both welcome and rare: practical advice about how to use technology in education that is grounded in a sound theoretical framework. The community of inquiry theory is the basis for valuable guidance on blending classroom and distance learning for everyone facing the challenges and opportunities of using online technologies in higher education."
Michael Grahame Moore, professor, The Pennsylvania State University, and editor, The American Journal of Distance Education

"Blended Learning in Higher Education advocates that leadership realize the potential for institutional transformation while providing fundamental practicality for faculty success. Garrison and Vaughan have made an invaluable contribution to the broader community of inquiry for everyone committed to blended learning excellence."
Barbara E. Truman, director, Course Development and Web Services, University of Central Florida

"This book will make every university professor and administrator think about how they can improve the learning experience. Not only is it well–rooted in theory, but it is practical. The authors go through specific disciplines and how they might use blended learning; they also map out pathways for success. This is a must–read for those interested in blended learning."
Dr. Frits Pannekoek, president, Athabasca University, Canada′s Open University

"This book will be a great practical resource for university faculty and administrators trying to implement blended learning at their institutions. The wide range of real–world examples and clear guidelines will make it a powerful resource in the course redesign process."
Charles R. Graham, Brigham Young University

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Preface ix

The Authors xv

Part One: Community of Inquiry Framework 1

1. Introduction 3

2. Community of Inquiry and Blended Learning 13

3. Designing Blended Learning to Create a Community of Inquiry 31

4. Community of Inquiry for Faculty Development 49

Part Two: Blended Learning in Practice 69

5. Scenarios 71

6. Guidelines 85

7. Strategies and Tools 105

8. The Future 143

Appendix 1. Organizational Change 157

Appendix 2. Project Proposal Form 173

Appendix 3. Redesign Guide for Blended Learning 177

Appendix 4. Blended Faculty Community of Inquiry Planning Document 181

Appendix 5. Student Survey Questionnaire 189

Appendix 6. Faculty Interview Questions 195

Appendix 7. Student Survey Results 197

Appendix 8. Faculty Interview Comments 201

Appendix 9. Template for Preparing a Blended Learning Course Outline 205

Appendix 10. Sample Blended Learning Course Outline 207

Appendix 11. Sample Assessment Rubric for an e–Portfolio Assignment 219

References 223

Index 233

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D. Randy Garrison
Norman D. Vaughan
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