A blended learning framework for curriculum design and professional development
A blended learning framework for curriculum design and professional development
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DOI：
10.3402/rlt.v23.28451
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发表时间：
2015-01-01
影响因子：
2.2
通讯作者：
Fox, Bob
中科院分区：
文献类型：
--
作者：
Mirriahi, Negin;Alonzo, Dennis;Fox, Bob
对学习灵活性的需求和技术的可供性为全球高等教育机构的混合学习（BL）的兴起提供了动力。然而，由于学者的数字流畅性低，各种观点和BL定义以及有限的基于标准的工具来指导学术实践，BL实践的采用速度仍然很低。为了解决这些问题，本文介绍了一个BL框架，基于一个定义和标准和实践标准，以支持BL在高等教育中的评估和推进。该框架在理论上得到了现有文献的支持，并得到了焦点小组讨论的支持。支持的标准和标准的证据进行了讨论，建议如何使用它们来指导课程设计，学术实践和专业发展。
The need for flexibility in learning and the affordances of technology provided the impetus for the rise of blended learning (BL) globally across higher education institutions. However, the adoption of BL practices continues at a low pace due to academics' low digital fluency, various views and BL definitions, and limited standards-based tools to guide academic practice. To address these issues, this paper introduces a BL framework, based on one definition and with criteria and standards of practice to support the evaluation and advancement of BL in higher education. The framework is theoretically underpinned by the extant literature and supported by focus group discussions. The evidence supporting the criteria and standards are discussed with suggestions for how they can be used to guide course design, academic practice, and professional development.