The Community of Inquiry makes use of cookies. By continuing, you consent to this use. More information.
Blended Learning in Higher Education
Garrison, D. Randy and Vaughan, Norman D.

Secondary titleFramework, Principles, and Guidelines
Published2008
PeriodicalPages 272
PublisherJossey-Bass
CountryUnited States, North America

ABSTRACT
This groundbreaking book offers a down-to-earth resource for the practical application of blended learning in higher education as well as a comprehensive examination of the topic. Well-grounded in research, Blended Learning in Higher Education clearly demonstrates how the blended learning approach embraces the traditional values of face-to-face teaching and integrates the best practices of online learning. This approach has proven to both enhance and expand the effectiveness and efficiency of teaching and learning in higher education across disciplines.

In this much-needed book, authors D. Randy Garrison and Norman D. Vaughan present the foundational research, theoretical framework, scenarios, principles, and practical guidelines for the redesign and transformation of the higher education curriculum.

Blended Learning in Higher Education

- Outlines seven blended learning redesign principles
- Explains the professional development issues essential to the implementation of blended learning designs
- Presents six illustrative scenarios of blended learning design
- Contains practical guidelines to blended learning redesign
- Describes techniques and tools for engaging students

Keywords blended learning · online learning · higher education · learning design

ContributionFoundational
Published atSan Francisco, CA
LanguageEnglish
ISBN9780787987701
Rights2008 John Wiley & Sons
DOI10.1002/9781118269558
ExportBibTex · EndNote · Tagged XML · Google Scholar


Viewed by 0 distinct readers




COMMUNITY NOTES

The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the CoI editors.

POST A COMMENT
SIMILAR RECORDS

Cognitive presence for effective asynchronous online learning: The role of reflective inquiry, self-direction and metacognition
Garrison, D. Randy; Bourne, J.; Moore, J. C.
The purpose of this paper is to demonstrate that asynchronous online learning can create a rich cognitive presence capable of supporting effective, higher-order learning. It begins by exploring the properties of ...
Match: garrison, d. randy; online learning; united states

Teaching in Blended Learning Environments
Vaughan, Norman D.; Cleveland-Innes, Martha; Garrison, D. Randy
Teaching in Blended Leaning Environments provides a coherent framework in which to explore the transformative concept of blended learning. Blended learning can be defined as the organic integration of thoughtfully ...
Match: garrison, d. randy; vaughan, norman d.; blended learning

A Follow-up Investigation of Teaching Presence in the SUNY Learning Network
Shea, Peter J.; Pickett, Alexandra M.; Pelz, William E.
This paper is a follow-up study to a preliminary investigation of teaching presence in the State University of New York Learning Network (SLN). In the present studywe review ongoing issues of pedagogy and faculty ...
Match: online learning; united states

E-Learning in the 21st Century
Garrison, D. Randy
The third edition of E-Learning in the 21st Century provides a coherent, comprehensive, and empirically-based framework for understanding e-learning in higher education. Garrison draws on his decades of experience and ...
Match: garrison, d. randy; blended learning; united states

A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses
Shea, Peter; Li, Chun Sau; Pickett, Alexandra
This paper focuses on two components of a model for online teaching and learning—“teaching presence” and “community”. It is suggested that previous research points to the critical role that community plays in ...
Match: online learning; higher education; united states

Cognitive presence in online learning
Kanuka, Heather; Garrison, D. Randy
The purpose of this study was to advance understanding of how to facilitate higher levels of learning when using asynchronous text-based Internet communication technology. The framework used to guide this study is based ...
Match: garrison, d. randy; online learning

An Introduction to Distance Education
Cleveland-Innes, Martha F.; Garrison, D. Randy
An Introduction to Distance Education is a comprehensive look at the field of distance education, outlining current theories, practices, and goals that are essential to effective design, delivery, and navigation. As an ...
Match: garrison, d. randy; united states

Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review
De Wever, Bram; Schellens, Tammy; Valcke, Martin; Van Keer, Hilde
Research in the field of Computer Supported Collaborative Learning (CSCL) is based on a wide variety of methodologies. In this paper, we focus upon content analysis, which is a technique often used to analyze ...

Creating a community of inquiry in online environments: An exploratory study on the effect of a protocol on interactions within asynchronous discussions
Zydney, Janet Mannheimer; deNoyelles, Aimee; Seo, Kay Kyeong-Ju
The purpose of our research was to examine the influence of an online protocol on asynchronous discussions. A mixed-methods study compared two online graduate classes: one that used a protocol and one that did not use a ...
Match: united states

On the Nth presence for the Community of Inquiry framework
Kozan, Kadir; Caskurlu, Secil
The purpose of the present study was to provide a comprehensive and descriptive review of the earlier research done on the refinement of the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000, 2001, ...
Match: united states
The Community of Inquiry is a project of Athabasca University, KTH Royal Institute of Technology, and the Canadian Journal of Learning and Technology, as well as researchers and members of the CoI community.