ERIC Number: ED505464
Record Type: Non-Journal
Publication Date: 2009-Apr
Effective Blended Learning Practices: Evidence-Based Perspectives in ICT-Facilitated Education
Stacey, Elizabeth, Ed.; Gerbic, Philippa, Ed.
New innovations of online learning within blended environments create a need within academia for research on best practices in teaching. This book provides insight into the practice of blended learning in higher education. This unique book collects new international research into many aspects of blended learning from the perspectives of learners, teachers, designers, and professional and academic developers in various disciplines, learning communities and universities from around the world. Sixteen chapters comprise this volume: (1) Introduction (Elizabeth Stacey and Philippa Gerbic); (2) Including Online Discussions within Campus-Based Students' Learning Environments (Philippa Gerbic); (3) Strategies for Blended Approaches in Teacher Education (Ruth Geer); (4) Redesigning Initial Teacher Education (Mary Simpson and Bill Anderson); (5) Integrating New Technologies into Blended Learning Environments (Ana Carvalho, Zdena Lustigova, and Frantisek Lustig); (6) Teacher and Student Responses to Blended Environments (Guglielmo Trentin and Steve Wheeler); (7) Blending Collaborative Online Learning with Workplace and Community Contexts (Peter Smith, Elizabeth Stacey, and Tak Shing Ha); (8) Establishing Communities of Practice for Effective and Sustainable Professional Development for Blended Learning (Terrie Lynn Thompson and Heather Kanuka); (9) Virtual Learning and Real Communities: Online Professional Development for Teachers (Julie Mackey); (10) Blended Learning and Professional Development in the K-12 Sector (Suzanne Riverin); (11) Blended Learning and Teaching Philosophies: Implications for Practice (Faye Wiesenberg and Elizabeth Stacey); (12) Blended Learning and the New Pressures on the Academy: Individual, Political, and Policy Driven Motivators for Adoption (Gayani Samarawickrema); (13) Case Studies of ICT-Enhanced Blended Learning and Implications for Professional Development (Gail Wilson); (14) Blending Technology into an Academic Practice Qualification for University Teachers (Cathy Gunn and Adam Blake); (15) Reciprocal Mentoring "In The Wild": A Retrospective, Comparative Case Study of ICT Teacher Professional Development (M. Brooke Robertshaw, Heather Leary, Andrew Walker, Kristy Bloxham, and Mimi Recker); and (16) Conclusion (Philippa Gerbic and Elizabeth Stacey).
Descriptors: Elementary Secondary Education, Online Courses, Case Studies, Professional Development, Teaching Methods, Blended Learning, Best Practices, Electronic Learning, Computer Mediated Communication, Information Technology, Educational Environment, Teacher Education, Technology Integration, Student Attitudes, Teacher Attitudes, Communities of Practice, Virtual Classrooms, Educational Policy, Politics of Education, Educational Research, Evidence
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Publication Type: Books; Collected Works - General; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Higher Education; Secondary Education
Authoring Institution: N/A