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

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Bibliographic Details
Imprint:	Cambridge, Massachusetts : The MIT Press, [2019]
Description:	xx, 390 pages ; 24 cm
Language:	English
Subject:	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. Blended learning. Computer-assisted instruction. Flipped classrooms. United States. Case studies.
Format:	Print Book
URL for this record:	http://pi.lib.uchicago.edu/1001/cat/bib/11791065

Hidden Bibliographic Details
Other authors / contributors:	Madden, Amanda G., editor. Margulieux, Lauren editor. Kadel, Robert S., editor. Goel, Ashok K., 1953- editor.
ISBN:	9780262039475 0262039478
Notes:	Includes bibliographical references and index.
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 enhancing student engagement and satisfaction. The Georgia Institute of Technology has been a leader in experimenting with various formats of blended learning courses. Supported by the research and development resources provided by the Center for 21st Century Universities, instructors have implemented blended learning models over a range of courses. This book brings together case studies that document the design and learning outcomes of blended learning courses at Georgia Tech. The focus on one institution allows the disparate subject matter and models to be seen against a consistent background of institutional support and analysis. This set of case studies provides teachers and instructional designers with a rich array of examples and models to use as inspiration for their own course design. The editors have also included chapters on researching and designing effective course assessments that can measure engagement and learning outcomes"--

Table of Contents:

Preface
Acknowledgments
Foreword
I. Introduction
1. New Issues and Approaches
2. Three Models for Blending Classes in a Multisection Course
3. Preliminary Evidence for the Benefits of Online Education and Blended Learning in a Large Artificial Intelligence Class
4. Building Purposeful Online Learning: Outcomes from Blending Cs1301
5. An Innovative, Blended, Project-Based Health Informatics Course
II. Conducting Research in Blended Courses
6. Research Methods in Blended Learning
7. Student Attitudes about Teamwork in Face-To-Face and Blended Technical Communication Classes
8. Analyzing Quantitative and Qualitative Data for Blended Learning
9. Blended Dynamics-Does Size Matter?
III. Course Design Case Studies: Solving Common Teaching Issues
10. Blending a First-Year Composition Course Using Assassin's Creed II
12. Blended Learning in a Midlevel, Required Course with Students from Two Majors
12. The Problem-Solving Studio: An Approach for Structuring Face-To-Face Learning Activities in the Flipped Classroom
13. Global Issues and Leadership: Georgia Tech as a Laboratory for the Future of Education
14. Conclusion
Contributors
Bibliography
Index

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

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