Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry (Issues in Distance Education) - Tapa blanda

Acerca del autor

Norman D. Vaughan is a professor in the Departmentof Education, Faculty of Teaching and Learning at Mount RoyalUniversity. He is the co-author with D. Randy Garrison of BlendedLearning in Higher Education (Jossey-Bass, 2008).

Martha Cleveland-Innes is professor and chair inthe Center for Distance Education at Athabasca University and guestprofessor in the Department of Learning at the Royal Institute ofTechnology in Stockholm.

D. Randy Garrison is a professor in the Faculty ofEducation at the University of Calgary. He has authored, co-authored,or edited nine books and over a hundred refereed articles/papers on thetopics of teaching and learning in higher and online learningcontexts.

De la contraportada

Teaching in Blended Leaning Environments provides a coherent framework in which to explore the transformative concept of blended learning. Blended learning can be defined as the organic integration of thoughtfully selected and complementary face-to-face and online approaches and technologies. A direct result of the transformative innovation of virtual communication and online learning communities, blended learning environments have created new ways for teachers and students to engage, interact, and collaborate. The authors argue that this new learning environment necessitates significant role adjustments for instructors and generates a need to understand the aspects of teaching presence required of deep and meaningful learning outcomes.

De la solapa interior

Teaching in Blended Leaning Environments provides a coherent framework in which to explore the transformative concept of blended learning. Blended learning can be defined as the organic integration of thoughtfully selected and complementary face-to-face and online approaches and technologies. A direct result of the transformative innovation of virtual communication and online learning communities, blended learning environments have created new ways for teachers and students to engage, interact, and collaborate. The authors argue that this new learning environment necessitates significant role adjustments for instructors and generates a need to understand the aspects of teaching presence required of deep and meaningful learning outcomes.