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Blended learning in practice : a guide for practitioners and researchers /

"Blended learning refers to environments that combine face-face instruction with technology-mediated instruction. The most common model is the 'flipped' classroom, where lectures are viewed online outside of class time, leaving more time for productive discussion, laboratory work, and...

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Bibliographic Details
Group Author: Madden, Amanda G; Margulieux, Lauren; Kadel, Robert S; Goel, Ashok K., 1953; DeMillo, Richard A
Published: The MIT Press,
Publisher Address: Cambridge, Massachusetts :
Publication Dates: [2019]
Literature type: Book
Language: English
Subjects:
Blended learning > United States
Computer-assisted instruction > United States
Flipped classrooms > United States
Curriculum planning > Education > United States
Blended learning > United States > Case studies
Computer-assisted instruction > United States > Case studies
Flipped classrooms > United States > Case studies
Curriculum planning > Education > United States > Case studies
Summary: "Blended learning refers to environments that combine face-face instruction with technology-mediated instruction. The most common model is the 'flipped' classroom, where lectures are viewed online outside of class time, leaving more time for productive discussion, laboratory work, and problem solving. In other models, discussion time can be shifted to online platforms, or the syllabus can include a combination of synchronous and asynchronous learning modules. There is good evidence that the use of blended learning can result in greater mastery of content and metacognitive skills, as well enh
Carrier Form: xx, 390 pages : illustrations, forms ; 24 cm
Bibliography: Includes bibliographical references (pages [355]-375) and index.
ISBN: 9780262039475 (hardcover : alkaline paper) :
0262039478 (hardcover : alkaline paper)
Index Number: LB1028
CLC: G571.21
Call Number: G571.21/B647
Contents: Introduction /
Part I: New issues and approaches --
Three models for blending classes in a multi-section course /
Preliminary evidence for the benefits of online education and blended --
Learning in a large artificial intelligence class /
Building purposeful online learning: outcomes from blending CS1301 /
An innovative, blended, project-based health informatics course /
Part III: Course design case studies: solving common teaching issues --
Hybrid histories: blending a first-year composition course using --
Assasinâs Creed II /
Blended learning in a mid-level, required course with students from majors /
The problem-solving studio: an approach for structuring face-to-face --
learning activities in the flipped classroom /
Global issues and leadership: Georgia Tech as a laboratory for the future of education /
Conclusion /

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