Blending Learning
Blended Learning:
Uncovering its transformative potential in higher education.
Blending Learning has challenged higher education in the context of conducting lectures using Technology. Blending Learning has shown potential to support deep and meaningful learning pervading higher education. Many motivated educators, have confronted existing assumptions of teaching and learning in higher education. They have shown concerned with the growing demands from students’ expectations of high quality education to meet Technologized Industries. And this have challenged leaders whom are on position of higher education in institutions to transform as they being confronted.
Blended learning is an effective and low-risk strategy that will positions universities for the onslaught of technological developments as Garrison and Heather (2004) postulated. Blended learning stems from capability of Students using Internet and connected to a community to learn, share and discuss anytime with fellow Students while they are apart in time, place or situation bounds (Young, 2002, p. A33).
The two main components of Blended teaching, ‘Face-to-face’ have energy and enthusiasm that are spontaneous and contagious (Meyer, 2003) and ‘Internet Technology’ provide a permanent record and expand time (Garrison & Anderson, 2003). That make it considerable complexity and challenging to implement virtually limitless design possibilities and applicability of many contexts and it’s distinguished from that of enhanced classroom or fully e-learning (Garrison & Heather, 2004). The limitless access to information on the Internet makes blended learning effective of inquiry and facilitate a community to provide stability and cohesive communication.
Blended learning has distinct advantage manifested by managing environment through teaching synchronous of verbal and asynchronous written communication and this provide independence for developing critical thinking. Certainly, audience contacted using modern
Uncovering its transformative potential in higher education.
Blending Learning has challenged higher education in the context of conducting lectures using Technology. Blending Learning has shown potential to support deep and meaningful learning pervading higher education. Many motivated educators, have confronted existing assumptions of teaching and learning in higher education. They have shown concerned with the growing demands from students’ expectations of high quality education to meet Technologized Industries. And this have challenged leaders whom are on position of higher education in institutions to transform as they being confronted.
Blended learning is an effective and low-risk strategy that will positions universities for the onslaught of technological developments as Garrison and Heather (2004) postulated. Blended learning stems from capability of Students using Internet and connected to a community to learn, share and discuss anytime with fellow Students while they are apart in time, place or situation bounds (Young, 2002, p. A33).
The two main components of Blended teaching, ‘Face-to-face’ have energy and enthusiasm that are spontaneous and contagious (Meyer, 2003) and ‘Internet Technology’ provide a permanent record and expand time (Garrison & Anderson, 2003). That make it considerable complexity and challenging to implement virtually limitless design possibilities and applicability of many contexts and it’s distinguished from that of enhanced classroom or fully e-learning (Garrison & Heather, 2004). The limitless access to information on the Internet makes blended learning effective of inquiry and facilitate a community to provide stability and cohesive communication.
Blended learning has distinct advantage manifested by managing environment through teaching synchronous of verbal and asynchronous written communication and this provide independence for developing critical thinking. Certainly, audience contacted using modern
References: Archer, W., Garrison, D. R., & Anderson, T. (1999). Adopting disruptive technologies in traditional universities: Continuing education as an incubator for innovation. Canadian Journal of University Continuing Education, 25(1), 13–30. D. Randy Garrison, Heather Kanuka (2004): Blended learning: Uncovering its transformative potential in higher education, Journal of Internet and Higher Education 7 (2004) 95–105. Garrison, D. R., & Anderson, T. (2003). E-learning in the 21st century: A framework for research and practice. London: Routledge/Falmer. Hiltz, S. R. (1997). Impacts of college level courses via synchronous learning networks: Some preliminary results. Journal of Asynchronous Learning Networks, 1 (2) (Online, retrieved on December 5, 2003 from: http://www.aln.org/alnweb/journal/jaln-vol1issue2.htm) Marjanovic, O. (1999). Learning and teaching in a synchronous collaborative environment. Journal of Computer Assisted Learning, 15, 129–138. Meyer, K. A. (2003). Face-to-face versus threaded discussions: The role of time and higher-order thinking. Journal of Asynchronous Learning Networks, 7(3), 55–65. Rimmershaw, R. (1999). Using conferencing to support a culture of collaborative study. Journal of Computer Assisted Learning, 15(3), 189–200. Young, J. R. (2002, March 22). ‘Hybrid’ teaching seeks to end the divide between traditional and online instruction. The Chronicle of Higher Education, A33. Williams, C. (2002). Learning on-line: A review of recent literature in a rapidly expanding field. Journal of Further and Higher Education, 26(3), 263–272.