Effective Blended Learning Practices: Evidence-Based Perspectives in ICT-Facilitated Education (Premier Reference Source)

✍ Scribed by Elizabeth Stacey, Philippa Gerbic

• Publisher: Information Science Reference
• Year: 2009
• Tongue: English
• Leaves: 383
• Edition: 1
• Category: Library

✦ Synopsis

New innovations of online learning within blended environments create a need within academia for research on best practices in teaching. Effective Blended Learning Practices: Evidence-Based Perspectives in ICT-Facilitated Education 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.

✦ Table of Contents

Title
......Page 2
Table of Contents......Page 5
Detailed Table of Contents......Page 8
Foreword......Page 15
Preface......Page 17
Introduction to Blended
Learning Practices......Page 26
Including Online Discussions
Within Campus-Based Students’
Learning Environments......Page 46
Strategies for Blended
Approaches in Teacher
Education......Page 64
Redesigning Initial Teacher
Education......Page 87
Integrating New Technologies
into Blended Learning
Environments......Page 104
Teacher and Student Responses
to Blended Environments......Page 130
Blending Collaborative Online
Learning with Workplace and
Community Contexts......Page 150
Establishing Communities of
Practice for Effective and
Sustainable Professional
Development for Blended
Learning......Page 169
Virtual Learning and Real
Communities:
Online Professional Development
for Teachers......Page 188
Blended Learning and
Professional Development in
the K-12 Sector......Page 207
Blended Learning and
Teaching Philosophies:
Implications for Practice......Page 229
Blended Learning and the New
Pressures on the Academy:
Individual, Political and Policy Driven
Motivators for Adoption......Page 247
Case Studies of ICT-Enhanced
Blended Learning and
Implications for Professional
Development......Page 264
Blending Technology into an
Academic Practice Qualification
for University Teachers......Page 284
Reciprocal Mentoring
“In The Wild”:
A Retrospective, Comparative Case Study
of ICT Teacher Professional Development......Page 305
Conclusion......Page 323
Compilation of References......Page 337
About the Contributors......Page 372
Index......Page 378