Blended Learning for Inclusive and Quality Higher Education in Asia
Blended Learning for Inclusive and Quality Higher Education in Asia
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亚洲包容性优质高等教育的混合式学习
DOI：
10.1007/978-981-33-4106-7
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Charles R. Graham
中科院分区：
文献类型：
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作者：
Cher Ping Lim;Charles R. Graham
混合式学习，即面对面学习和在线学习的整合，为大学提供了改善学生获得优质高等教育教学和学习的机会，从而提高学生的参与度和学习成果（Dziuban，Graham，Moskal，Norberg，&西西利亚，2018; Garrison & Kanuka，2004; Graham，2006; Norberg，Dziuban，& Moskal，2011; Wanner & Palmer，2015）。它将大学定位于实现联合国可持续发展目标4，即确保“包容和公平的优质教育，促进全民终身学习机会”（联合国，2015年，第19页）。在混合学习环境中，学生在学习如何学习的同时，有更多的机会监测和管理自己的学习。然而，大学可能没有能力利用这些机会设计和实施混合学习，让学生参与并支持他们实现课程的学习成果。本书旨在（1）研究亚洲大学混合学习的支持机制;（2）记录和研究亚洲大学不同学科课程中混合学习的成功实践和经验教训。本书分为两个主要部分，大学层面的举措和政策，以及学科层面的实践和经验教训。第一部分“混合学习的大学方法”包含五个章节，介绍该地区领先的大学在教师和机构层面推动和支持混合学习。第二部分“大学层面的混合式学习实践”有十章，重点介绍亚洲大学在不同学科（包括人文与语言、科学与工程、社会科学与教育等）中有前途的混合式学习实践和经验教训。此外，本书中的案例研究代表了亚洲六个不同国家高等教育混合学习的观点：柬埔寨，中国，马来西亚，新加坡，韩国和斯里兰卡。最后一章由两位编辑和他们的合著者综合的关键主题和次主题
Blended learning, the integration of in-person and online learning, offers universities with opportunities to improve their students’ access to quality higher education teaching and learning that enhances student engagement and their learning outcomes (Dziuban, Graham, Moskal, Norberg, & Sicilia, 2018; Garrison & Kanuka, 2004; Graham, 2006; Norberg, Dziuban, & Moskal, 2011; Wanner & Palmer, 2015). It positions universities towards achieving the United Nations’ Sustainable Development Goal 4 of ensuring “inclusive and equitable quality education and promote lifelong learning opportunities for all”(United Nations, 2015, p. 19). Students in a blended learning environment are provided with more opportunities for monitoring and managing their own learning as they learn how to learn. However, universities may lack the capacity to take up these opportunities to design and implement blended learning that engages students and supports them to meet the learning outcomes of the course. This book aims to (1) examine the support mechanisms for blended learning in Asian universities and (2) document and examine the promising practices and lessons learned of blended learning in different disciplinary courses in Asian universities.The book is divided into two main parts, university-level initiatives and policies, and disciplinary-level practices and lessons learnt. The first part,“University Approach to Blended Learning,” contains five chapters that feature leading universities in the region driving and supporting blended learning at the faculty and institutional level. The second part,“Disciplinary-level Blended Learning Practices,” has ten chapters that focus on the promising blended learning practices and lessons learned across different disciplines (including, humanities and language, science and engineering, social science and education, and others) in Asian universities. Additionally, the case studies presented in this book represent perspectives about blended learning in higher education from six different countries across Asia: Cambodia, China, Malaysia, Singapore, South Korea, and Sri Lanka. A final chapter by the two editors and their co-authors synthesizes the key themes and subthemes