From Bricks to Clicks: Blurring Classroom/Cyber Lines.

Pape, Liz

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Title: From Bricks to Clicks: Blurring Classroom/Cyber Lines

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Title:	From Bricks to Clicks: Blurring Classroom/Cyber Lines
Authors:	Pape, Liz
Descriptors:	Online Courses; High Schools; Computer Mediated Communication; Conventional Instruction; Web Based Instruction; Student Motivation; Educational Environment; Educational Technology; Teaching Methods; Time Management; Curriculum Design; Technology Uses in Education; Parent School Relationship; Teacher Student Relationship; Student School Relationship; Teacher Role; Course Content; Mastery Learning; Individualized Instruction; Pacing; Time Factors (Learning); Foreign Countries; Global Approach; Faculty Development; Cognitive Style
Source:	School Administrator, v63 n7 p18 Aug 2006
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Publisher:	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org
Publication Date:	2006-08-00
Pages:	6
Pub Types:	Journal Articles; Reports - Descriptive
Abstract:	In recent years, thanks to the evolution of the Internet, wide availability of classroom computers and increased broadband access, blended learning is emerging as a new tool in the K-12 educational toolkit. Defined as learning that combines online and face-to-face approaches, blended learning is accomplished through the combined use of virtual and face-to-face resources. Blended learning enables classroom teachers to increase student learning opportunities beyond the school day and school year, more closely resembling the 24/7 model with which the current generation of students is most familiar. This article describes the multiple advantages of blended learning and its two models: the web-enhanced classroom and the hybrid classroom.
Abstractor:	ERIC
Reference Count:	0

Note:	N/A
Identifiers:	New York; Pennsylvania; Vermont; California; China
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0036-6439
Audiences:	N/A
Languages:	English
Education Level:	Elementary Secondary Education
Direct Link:	http://www.aasa.org/SchoolAdministratorArticle.aspx?id=7930

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