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Blended Learning in Higher Education: Framework, Principles, and Guidelines


reviewed by Brent Muirhead — January 30, 2008

coverTitle: Blended Learning in Higher Education: Framework, Principles, and Guidelines
Author(s): D. Randy Garrison and Norman D. Vaughan
Publisher: Jossey-Bass Publishers, San Francisco
ISBN: 0787987700, Pages: 272, Year: 2007
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Effectively integrating technology into university classrooms remains a major challenge for educators. Teachers and students can become disillusioned with the teaching and learning process when it lacks a dynamic interactive character. Students want classes that are enjoyable places where learning expectations are built upon relevant intellectual activities and discussions. Garrison and Vaughan believe that part of the problem involves having a rigid learning environment that fails to acknowledge that learning must be context sensitive. Students must be fully engaged in the teaching and learning process to transform the educational process. The advent of new computer technologies offers the promise of creating and sustaining reflective learning communities. People can communicate through email notes and online dialogs which often translate into more meaningful learning experiences. The authors advocate blended learning as a realistic approach to cultivate more opportunities for enduring learning. Their blended learning paradigm combines face-to-face instruction with web-based learning. This... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: January 30, 2008
http://www.tcrecord.org ID Number: 14948, Date Accessed: 10/19/2017 2:24:50 PM

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About the Author
  • Brent Muirhead
    University of Phoenix
    E-mail Author
    BRENT MUIRHEAD is the College Campus Chair of the Arts and Science College at the University Phoenix campus in Atlanta, Georgia. He has published numerous journal articles on technology issues and is an Associate Editor of the journal Educational Technology and Society. He mentors faculty candidates and doctoral students and teaches in a diversity of classes across the academic disciplines in online and face-to-face settings. In the fall of 2007, he presented a paper entitled “Interactivity challenges facing online educators” at an international technology conference at Cambridge University, England. He will be publishing a book in the spring called A Reader in Online Education that is designed to help distance educators and students.
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