Instructional Leadership and Blended Learning: Confronting the Knowledge Gap in Practice

Martin R. Reardon (Virginia Commonwealth University, USA)

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DOI: 10.4018/978-1-60566-880-2.ch003

Source title: Cases on Online and Blended Learning Technologies in Higher Education: Concepts and Practices

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MLA

Reardon, Martin R. "Instructional Leadership and Blended Learning: Confronting the Knowledge Gap in Practice." Cases on Online and Blended Learning Technologies in Higher Education: Concepts and Practices. IGI Global, 2010. 44-62. Web. 18 May. 2013. doi:10.4018/978-1-60566-880-2.ch003

APA

Reardon, M. R. (2010). Instructional Leadership and Blended Learning: Confronting the Knowledge Gap in Practice. In Y. Inoue (Ed.), Cases on Online and Blended Learning Technologies in Higher Education: Concepts and Practices (pp. 44-62). Hershey, PA: Information Science Reference. doi:10.4018/978-1-60566-880-2.ch003

Chicago

Reardon, Martin R. "Instructional Leadership and Blended Learning: Confronting the Knowledge Gap in Practice." In Cases on Online and Blended Learning Technologies in Higher Education: Concepts and Practices, ed. Yukiko Inoue, 44-62 (2010), accessed May 18, 2013. doi:10.4018/978-1-60566-880-2.ch003

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Abstract

Dewey’s concept of experience as an active engagement with a process of action, feedback, and reflection permeates the setting of the case reported in this chapter. The case involves an initiative to engage a group of experienced teachers and school administrators (in the context of a doctoral level course) with reading and reflecting on a vision of the future of education in a professional learning community permeated by the experience of blended learning. While the blended learning was heavily weighted towards face-to-face meetings, issues relating to the integration of technology with education became experienced realities for the group members. These issues included pre-service teacher education, equitable access to online resources, and the creation of an environment in which contemporary approaches to curriculum, teaching, and learning can flourish.

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Complete Chapter List

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Roisin Donnelly (Dublin Institute of Technology, Ireland)

This chapter discusses the complexities of blending technologies and problem-based learning (PBL) group interaction within the context of academic development in hig... Sample PDF | More details...

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Experiences and Perceptions of Learner Engagement in Blended Learning Environments: The Case of an Australian University (pages 23-43)

Linda De George-Walker (University of Southern Queensland, Australia), Abdul Hafeez-Baig (University of Southern Queensland, Australia), Raj Gururajan (University of Southern Queensland, Australia), P. A. Danaher (University of Southern Queensland, Australia)

One of the most significant challenges in learning and teaching is to maximize successful and sustainable learner engagement. The growing literature about blended le... Sample PDF | More details...

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Instructional Leadership and Blended Learning: Confronting the Knowledge Gap in Practice (pages 44-62)

Martin R. Reardon (Virginia Commonwealth University, USA)

Dewey’s concept of experience as an active engagement with a process of action, feedback, and reflection permeates the setting of the case reported in this chapter.... Sample PDF | More details...

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Blended Learning in a Creative Writing Program: Lessons Learned from a Two-Year Pilot Study (pages 63-75)

Chris Morgan (Southern Cross University, Australia), Janie Conway-Herron (Southern Cross University, Australia)

This case study reports on the results of a two-year pilot study in blended learning in an undergraduate creative writing program at Southern Cross University in Aus... Sample PDF | More details...

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Blended Learning for Adaptation to Needs (pages 76-89)

Joan E. Aitken (Park University, USA)

Blended learning is an instructional method that opens the channels of communication in the learning process so that there are increased communication strategies. Th... Sample PDF | More details...

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Virtual Reality or Virtually Real: Blended Teaching and Learning in a Master's Level Research Methods Class (pages 91-111)

John Lidstone (Queensland University of Technology, Australia), Paul Shield (Queensland University of Technology, Australia)

This paper examines the enabling effect of using blended learning and synchronous internet mediated communication technologies to improve learning and develop a Sens... Sample PDF | More details...

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Teaching Online: What Does Blended Learning Require? (pages 112-131)

P. Toyoko Kang (University of Guam, Guam)

This chapter provides an argument endorsing blended learning and teaching for foreign language (FL)/second language (L2) courses, in lieu of total online learning an... Sample PDF | More details...

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The Perfect Blend?: Online Blended Learning from a Linguistic Perspective (pages 132-144)

Roberto Di Scala (University of Modena and Reggio Emilia, Italy)

This chapter tackles the implementation of the way online courses of English language are structured within the on-line degree courses of the University of Modena an... Sample PDF | More details...

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Reflections: Two Years after Implementing a Blended Educational Research Course (pages 145-165)

Yukiko Inoue (University of Guam, Guam)

This chapter discusses the case of a pilot course implementing blended learning at an American Pacific island university. This case provides a detailed overview of h... Sample PDF | More details...

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A Case of Using Wikis to Foster Collaborative Learning: Pedagogical Potential and Recommendations (pages 167-182)

Hong Lin (Oklahoma State University, USA), Kathleen D Kelsey (Oklahoma State University, USA)

In recent years, Wikis, an open Web-based editing tool, have increasingly been used for collaborative writing projects in classrooms. Hailed as a collaborative learn... Sample PDF | More details...

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Virtual Organizing Professional Learning Communities through a Servant-Leader Model of Appreciative Coaching (pages 183-206)

Kam Hou Vat (University of Macau, Macau)

This case investigates a set of empowerment concerns in the context of transforming classes of student and teacher learners (considered as department-wide learning u... Sample PDF | More details...

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Bothering with Technology: Building Community in an Honors Seminar (pages 208-226)

John J. Doherty (Northern Arizona University, USA)

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Online Materials for Teaching Japanese (pages 227-248)

Kai Masumi (University of Guam, Guam)

This chapter discusses how to adapt online learning to teach Japanese language courses. The author overviews the current language education situation in Japan, intro... Sample PDF | More details...

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Composition Goes Online: How a Small Pacific Island is Blogging into the Future (pages 249-282)

Michelle Bednarzyk (University of Guam, Guam), Merissa Brown (University of Guam, Guam)

In the spring of 2007, English faculty members at the University of Guam began researching the need for online education options that could be offered by the Univers... Sample PDF | More details...

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Integrating Classroom and Online Instruction in an Introductory American Government Course (pages 283-295)

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