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E-raamat: Using Blended Learning: Evidence-Based Practices

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  • Formaat: PDF+DRM
  • Sari: SpringerBriefs in Education
  • Ilmumisaeg: 01-Aug-2014
  • Kirjastus: Springer Verlag, Singapore
  • Keel: eng
  • ISBN-13: 9789812870896
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Using Blended Learning: Evidence-Based PracticesSuurem pilt
  • Formaat: PDF+DRM
  • Sari: SpringerBriefs in Education
  • Ilmumisaeg: 01-Aug-2014
  • Kirjastus: Springer Verlag, Singapore
  • Keel: eng
  • ISBN-13: 9789812870896
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This book discusses evidence-based practices related to the use of blended learning in both K-12 and higher education settings. Specifically, this book features evidence-based practices in relation to the following five learning goals: (a) Fostering students’ attitude change toward country, (b) Helping students’ solve ill-structured design task problems, (c) Improving students’ critical thinking in assessing sources of information, (d) Improving students’ narrative and argumentative writing abilities and (e) Enhancing students’ knowledge retention and understanding. To achieve this aim, the authors draw upon their own research studies as well as some other relevant studies to reveal the pedagogical approaches, the specific instructional/learning activities, the technologies utilized and the overall framework for developing blended learning experiences.

Arvustused

The chapters are indeed easy to read and contain plenty of valuable information, and the time taken in my busy schedule to absorb details remained practical. Using blended learning is full of tables, figures and diagrams that illustrate their findings. you will find it a valuable addition to your professional library. (Diane P. Janes, British Journal of Educational Technology, Vol. 46 (3), 2015)

1 Introduction
1(16)
1.1 What Is Blended Learning?
2(1)
1.2 Rationale for the Growth of Blended Learning
3(2)
1.3 Challenge in Finding the Right `Blend'
5(1)
1.4 A Proposed Framework for Designing Blended Learning
5(3)
1.5 Knowledge Gap
8(2)
1.6 Purpose and Plan of This Book
10(1)
1.7 Classifications Used in This Book
11(6)
References
13(4)
2 Promoting Attitude Change Toward Country: A Theoretical Framework and Blended Learning Approach
17(24)
2.1 Introduction
17(2)
2.2 Review of Literature on Attitude Change
19(3)
2.2.1 Disposition Toward Cognition
20(1)
2.2.2 Genetic
20(1)
2.2.3 Behavior
21(1)
2.2.4 Beliefs
21(1)
2.3 Attitude Change: Persuasion Theory
22(5)
2.3.1 Message Factor: Source Credibility
23(1)
2.3.2 Message Factor: Novelty and Familiarity
23(1)
2.3.3 Message Factor: One-Sided Versus Two-Sided Messages
24(1)
2.3.4 Message Factor: Message Repetition
25(1)
2.3.5 Message Factor: Message Medium
25(1)
2.3.6 Learner Factor: Intellectual Ability and Disposition Toward Cognition
25(1)
2.3.7 Persuasion Paths
26(1)
2.3.8 Summary
26(1)
2.4 An Empirical Investigation
27(5)
2.4.1 A Blended Learning Model for Promoting Attitude Change
27(2)
2.4.2 Procedure
29(1)
2.4.3 Results
30(2)
2.5 Lessons Learned
32(2)
2.6 Conclusion
34(7)
References
35(6)
3 Solving Design Problems: A Blended Learning Approach Based on Design Thinking Features
41(18)
3.1 Introduction
41(2)
3.2 Solving Design Problems
43(7)
3.2.1 Traditional Step-by-Step Design Process Model
43(2)
3.2.2 Design Thinking
45(1)
3.2.3 Core Features of Design Thinking
45(5)
3.3 Teaching Design
50(2)
3.3.1 Some Limitations of the Traditional Classroom Environment to Support Design Problem Solving
50(1)
3.3.2 A Blended Learning Approach Based on Design Thinking Features
51(1)
3.4 An Empirical Investigation
52(3)
3.4.1 Procedure
53(2)
3.4.2 Results
55(1)
3.5 Conclusion
55(4)
References
57(2)
4 Improving Social Studies Students' Critical Thinking
59(20)
4.1 Introduction
60(1)
4.2 Critical Thinking
61(1)
4.3 An Empirical Investigation
62(17)
4.3.1 A Blended Learning Approach to Help Grade 10 Students Critically Assess Information Sources
63(3)
4.3.2 Procedure
66(1)
4.3.3 Results
67(7)
4.3.4 Conclusion
74(2)
References
76(3)
5 Improving Students' Argumentative Writing and Oral Proficiencies
79(18)
5.1 Introduction
79(2)
5.2 Writing
81(1)
5.3 An Empirical Investigation I: Improving Argumentative Writing
82(8)
5.3.1 A Blended Learning Approach to Improve Grade 9 Students' Argumentative Writing
82(3)
5.3.2 Procedure
85(3)
5.3.3 Results
88(1)
5.3.4 Conclusion
89(1)
5.4 Oral Proficiency
90(1)
5.5 An Empirical Investigation II: Improving Oral Proficiency
91(6)
5.5.1 A Blended Learning Approach to Improve Undergraduate Students' Oral Proficiency
91(1)
5.5.2 Procedure
92(1)
5.5.3 Results
93(1)
5.5.4 Conclusion
93(1)
References
94(3)
6 Enhancing Students' Learning of Factual Knowledge
97(12)
6.1 Introduction
98(1)
6.2 An Empirical Investigation: Improving Student Vocabulary Learning I
99(5)
6.2.1 Procedure
100(3)
6.2.2 Results
103(1)
6.3 An Empirical Investigation: Improving Student Vocabulary Learning II
104(2)
6.3.1 Procedure
105(1)
6.3.2 Results
106(1)
6.4 Conclusion
106(3)
References
107(2)
7 Future Research Directions for Blended Learning Research: A Programmatic Construct
109(8)
7.1 A Programmatic Research Construct for Blended Learning
109(4)
7.1.1 Dependent Variables
110(1)
7.1.2 In Situ Variables
111(1)
7.1.3 Independent Variables
112(1)
7.1.4 An Illustration of How the Programmatic Research Construct Can Be Used
113(1)
7.2 Epilogue
113(4)
References
114(3)
Index 117
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