What is Considered ‘Blended Learning’ in Higher Education?

What is Considered ‘Blended Learning’ in Higher Education?

Vassilia Stefanou (Department of Computer Information Systems, Deree College – The American College of Greece, Athens, Greece)
Copyright: © 2013 |Pages: 9
DOI: 10.4018/jksr.2013010108
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Abstract

This paper attempts to explore and critically compare the various definitions given to blended learning, primarily within the area of Higher Education. It starts with a general description of blended learning and its main characteristics, along with the reasons underlying its popularity and the criticism against it. The concepts of ‘blended learning’ and ‘blended teaching’ are compared and contrasted, while possible synonyms and various definitions are presented and analysed. Moreover, the absence of definitions in various papers is also commented, and, finally, opportunities for further research in the subject are identified.
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Characteristics Of Blended Learning

The popularity of blended learning is related to the many advantages that become apparent when blended learning is compared to face–to–face or pure e-learning techniques. Both Garrison and Vaughan (2008, p. 3) and Garrison and Kanuka (2004, p. 104) talk about blended learning leading to an improved “learning experience”. Garrison and Kanuka further elaborate on this maintaining that “Blended learning can begin the necessary process of redefining higher education institutions as being learning centered”.

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