ERIC Number: ED564030
Record Type: Non-Journal
Publication Date: 2014
Practical Applications and Experiences in K-20 Blended Learning Environments
Kyei-Blankson, Lydia, Ed.; Ntuli, Esther, Ed.
Learning environments continue to change considerably and is no longer confined to the face-to-face classroom setting. As learning options have evolved, educators must adopt a variety of pedagogical strategies and innovative technologies to enable learning. "Practical Applications and Experiences in K-20 Blended Learning Environments" compiles pedagogical strategies and technologies and their outcomes that have been successfully applied in blended instruction. Highlighting best practices as elementary, secondary, and tertiary educational levels; this book is a vital tool for educators who teach or plan to teach in blended learning environments and for researchers interested in the area of blended education knowledge. Following a preface by the editors, a foreword by Charles R. Graham, a foreword by Beverly B. Ray, and an acknowledgment section by the editors, this book is organized into the following sections and chapters: Section 1: Blended Education: Trends, Design, and Development: (1) Trends of Blended Learning in K-12 Schools: Challenges and Possibilities (Alex Kumi-Yeboah and Patriann Smith); (2) Blended Learning: History, Implementation, Benefits, and Challenges in Higher Education (Kwesi Tandoh, Nidia Flis, and Joseph Blankson); (3) Blended Instruction: Helping Meet Some Academic Challenges for Nontraditional Higher Education Students (Sue C. Evans); (4) Designing Quality Blended Courses (Amy M. Grincewicz); (5) Framework for Promoting Complex Learning in a Blended Learning Environment (Jill E. Stefaniak); and (6) Blended Learning: An Opportunity for Integration or Variation? (David Starr-Glass). Section 2: Innovative Strategies in Blended Education: (7) The Flipped Approach: Past Research, Practical Applications, and Experiences in K-12 Science and Math Classrooms (Meghan Bagby); (8) Blending Face-to-Face and Technology: Implementing Flipped K-12 Classrooms (Philip G. Pulley); (9) Student-Driven Education with Flipped Learning and 20-Time (Thomas F. Driscoll and Katherine A. Petty); (10) Flipping the College Classroom: Participatory Learning, Technology, and Design (Heather Hughes); (11) Hybrid Courses with Flexible Participation: The HyFlex Course Design (Brian Beatty); and (12) Using Blended Principles to Bridge the Gap between Online and On-Campus Courses (Panagiota Gounari and Apostolos Koutropoulos). Section 3: Best Practices in K-20 Blended Education: (13) Applying the Seven Principles for Good Practice in Undergraduate Education to Blended Learning Environments (Stephanie Babb, and Ruth Johnson); (14) Engaging Students in Large Classes through the Use of Blended Learning Instructional Strategies (BLIS) (Raymond W. Francis, Mary Jo Davis, and Jon Humiston); and (15) Blended Learning to Support Alternative Teacher Certification (Anika Ball Anthony, Belinda G. Gimbert, and Rebecca A. Parker). Section 4: Practical Applications and Student Outcomes in K-20 Blended: (16) The Teacher's Role in the Blended Classroom (Morten Fahlvik); (17) Fantasy Workshop: Active Use of a Learning Management System (LMS) as an Approach to Blended Learning (Marit Grande Haugdal and Hilde Sundfaer); (18) A Blended Approach to Canadian First Nations Education: The SCcyber E-Learning Community (Norman Vaughan, Neepin Auger, Martin Sacher, and Mavis Sacher); (19) Creating Dialogical Spaces in Blended Environments: A Case Study of Classroom Design in Two English Literature Courses (Kristin C. Ross); (20) Innovations in Blended-Learning: Promoting Proficiency in Reading Comprehension among Students with Dyslexia (Edith Gotesman and Miri Krisi); (21) Online Homework and Correlated Success in University Mathematics Courses: A Longitudinal Study (Stephen W. Kuhn, Sandy W. Watson, and Terry J. Walters); (22) A Blended Course to Teach Graphical Programming Using LabVIEW (Yücel Ugurlu); (23) Blended Learning Support for Undergraduate Students' Research and Writing Skills Development (Asako Yoshida); (24) A Skype-Buddy Model for Blended Learning (Carmen E. Macharaschwili and Linda Skidmore Coggin); (25) Blended Learning Experience of Graduate Students (Wafa Hozien); and (26) Key Factors for Maximizing the Effectiveness of Blended E-Learning: The Outcome of the Internal Evaluation of a Distance Education Program for Adult Learning in Greece (Maria Pavlis-Korres). A compilation of references, a section about the contributors, and an index are included.
Descriptors: Blended Learning, Educational Environment, Elementary Secondary Education, Higher Education, Educational Practices, Best Practices, Educational Trends, Nontraditional Education, Instructional Design, Educational Strategies, Student Centered Learning, Large Group Instruction, Alternative Teacher Certification, Teacher Role, Management Systems, Integrated Learning Systems, Canada Natives, Electronic Learning, Educational Innovation, Reading Comprehension, Dyslexia, Homework, Programming, Engineering Education, Research Skills, Writing Skills, Skill Development, Distance Education, Foreign Countries
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Publication Type: Books; Collected Works - General
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Canada; Greece