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Pedagogy Reconsidered in a Multimodal Blended Environment

Pedagogy Reconsidered in a Multimodal Blended Environment

Barbara O'Byrne
Copyright: © 2010 |Pages: 18
ISBN13: 9781605663807|ISBN10: 1605663808|EISBN13: 9781605663814
DOI: 10.4018/978-1-60566-380-7.ch018
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MLA

O'Byrne, Barbara. "Pedagogy Reconsidered in a Multimodal Blended Environment." Handbook of Research on Hybrid Learning Models: Advanced Tools, Technologies, and Applications, edited by Fu Lee Wang, et al., IGI Global, 2010, pp. 299-316. https://doi.org/10.4018/978-1-60566-380-7.ch018

APA

O'Byrne, B. (2010). Pedagogy Reconsidered in a Multimodal Blended Environment. In F. Wang, J. Fong, & R. Kwan (Eds.), Handbook of Research on Hybrid Learning Models: Advanced Tools, Technologies, and Applications (pp. 299-316). IGI Global. https://doi.org/10.4018/978-1-60566-380-7.ch018

Chicago

O'Byrne, Barbara. "Pedagogy Reconsidered in a Multimodal Blended Environment." In Handbook of Research on Hybrid Learning Models: Advanced Tools, Technologies, and Applications, edited by Fu Lee Wang, Joseph Fong, and Reggie Kwan, 299-316. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-60566-380-7.ch018

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Abstract

Blended course delivery has wide applications across diverse educational settings. By definition, it is multimodal and involves multiple delivery formats. However, scant research has examined the impact of multimodal, blended delivery on university pedagogy. This chapter makes the case for close examination of the theoretical and pedagogical foundation of blended learning and proposes that research is needed to establish and validate the constructivist principles associated with blended learning. A longitudinal analysis of surveys and in-depth interviews with instructors from a distance education graduate school in the United States identified and contextualized features of learner-centered pedagogy linked to blended learning.

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