{"title":"混合式学习:教育交付的“新常态”","authors":"Tom Foley, Alicia Curtin","doi":"10.36261/ijdeel.v7i2.2435","DOIUrl":null,"url":null,"abstract":"Successful blended learning contexts engage students in highly interactive virtual learning environments through a mix of online and face-to-face teaching, learning and assessment modalities. This paper explores some of the affordances and constraints of blended learning for one Higher Education Institution in Ireland. TPACK (Mishra & Koehler, 2006) and Multimodal (Picciano, 2009) models frame the discussion opportunities and challenges more broadly for blended learning instructional and pedagogical design post pandemic in Higher Education.","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"BLENDED LEARNING: THE “NEW NORMAL” IN EDUCATION DELIVERY\",\"authors\":\"Tom Foley, Alicia Curtin\",\"doi\":\"10.36261/ijdeel.v7i2.2435\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Successful blended learning contexts engage students in highly interactive virtual learning environments through a mix of online and face-to-face teaching, learning and assessment modalities. This paper explores some of the affordances and constraints of blended learning for one Higher Education Institution in Ireland. TPACK (Mishra & Koehler, 2006) and Multimodal (Picciano, 2009) models frame the discussion opportunities and challenges more broadly for blended learning instructional and pedagogical design post pandemic in Higher Education.\",\"PeriodicalId\":52947,\"journal\":{\"name\":\"International Journal of Distance Education and ELearning\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-07-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Distance Education and ELearning\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.36261/ijdeel.v7i2.2435\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Distance Education and ELearning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.36261/ijdeel.v7i2.2435","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
BLENDED LEARNING: THE “NEW NORMAL” IN EDUCATION DELIVERY
Successful blended learning contexts engage students in highly interactive virtual learning environments through a mix of online and face-to-face teaching, learning and assessment modalities. This paper explores some of the affordances and constraints of blended learning for one Higher Education Institution in Ireland. TPACK (Mishra & Koehler, 2006) and Multimodal (Picciano, 2009) models frame the discussion opportunities and challenges more broadly for blended learning instructional and pedagogical design post pandemic in Higher Education.
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