Blended Learning in Higher Education: research findings
Higher education innovators and institutional leaders have many expectations about blended learning. To get the most out of face-to-face and virtual learning environments, these must provide learners with flexible learning environments that overcome situational barriers for learning. Additionally, they must be pedagogically rich learning settings where different learning styles can be supported. Blended learning allows for the combination of a variety of offline learning ecologies (in classrooms, at work, at home, in the field) with a wealth of online resources. Some of these are experiential and promote learning by doing thorough simulators and games, whereas others are interactive and encourage pragmatic dialogues in spaces like forums, wikis and video conferences. Still another type is expository and involves the transmission of messages vis a vis video-clips, audio-clips, demos, tutorials, presentations, papers, text and hypertexts. This special issue will accept and disseminate research findings concerning the use of blended learning in higher education. Knowledge derived from classroom, program or institutional use of blended learning is welcomed.
Edited by: Charles Graham, Norm Vaughan, Charles Dziuban, Vitor Duarte Teodoro and Daniel Light
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