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Haɗin ilmantarwa

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Haɗin ilmantarwa
learning approach (en) Fassara
Bayanai
Ƙaramin ɓangare na karantarwa da koyo
yanda ake koyan ilimi tafannin yanar gizo

Haɗin ilmantar haɗari, wanda aka fi sani da koyarwar fasaha, koyarwar da aka inganta ta yanar gizo, ko koyarwar da aka haɗu, wata hanya ce ta ilimi wacce ta haɗu da kayan ilimi na kan layi da damar yin hulɗa a kan layi tare da hanyoyin aji na zahiri.

Haɗin ilmantarwa yana buƙatar kasancewar jiki na malami da ɗalibi, tare da wasu abubuwa na kulawar ɗalibai akan lokaci, wuri, hanya, ko saurin.[1][2][3] Duk da yake ɗalibai har yanzu suna halartar makarantun tubali da tubali tare da malami a wurin, ana haɗa ayyukan aji na fuska da fuska tare da ayyukan matsakaici na kwamfuta game da abun ciki da isar da shi. [4] Hakanan ana amfani dashi a ci gaban kwararru da saitunan horo.[5] Tunda ilmantarwa mai haɗuwa ya dogara da mahallin sosai, ra'ayi na duniya game da shi yana da wahala.[6] Wasu rahotanni sun yi iƙirarin cewa rashin yarjejeniya game da ma'anar ilmantarwa mai wuya ya haifar da matsaloli a cikin bincike game da tasirinsa.[7] Wani binciken da aka ambata a shekarar 2013 ya bayyana ilmantarwa mai haɗuwa a matsayin cakuda na kan layi da isar da mutum inda ɓangaren kan layi ya maye gurbin wasu lokutan tuntuɓar fuska da fuska maimakon kara shi.[8]

Bugu da ƙari, wani bincike na 2015 wanda a tarihi ya kalli baya a cikin cikakken bita na binciken bincike na tushen shaida game da ilmantarwa mai gauraye, ya sami kamanceceniya wajen bayyana cewa ilmantarwa da aka gauraye "an dauke shi haɗuwa da yanayin koyarwa na jiki f2f [fuska da fuska], yana jawowa akan koyarwar da ke cikin fasaha, inda duk mahalarta a cikin tsarin ilmantarwa suka rabu da nesa wasu abubuwan da suka faru a kan layi. [9] Wannan rahoto ya kuma ya kammala cewa duk waɗannan shaidar da suka danganci cewa nasarorin ɗalibai sun fi girma a cikin ilmantarwa masu gauraye da fuska da fuska-da fuska da cikakkun abubuwan da fuska.[10] Ganin cewa, "Kwarewar Hybrid shine samfurin ilimi inda wasu dalibai ke halartar aji da mutum, yayin da wasu ke shiga aji kusan daga gida. " Jami'o'i da yawa sun juya zuwa ilmantarwa mai nisa yayin da tsarin haɗin gwiwa da ke dawowa daga cutar. [11][12]

Kalmomi

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Kalmomin "koyon da aka haɗu", "koyon haɗin gwiwa", "koyarwar da aka haɗa da fasaha", [13] "koyarwa mai haɓaka yanar gizo", da kuma "koyar da aka haɗakar" galibi ana amfani da su a cikin wallafe-wallafen bincike.[14]

Kodayake ra'ayoyin da ke bayan ilmantarwa da aka haɗu da farko sun samo asali ne a cikin shekarun 1960, ƙamus na al'ada don bayyana shi bai ɗauki siffarsa ta yanzu ba har zuwa ƙarshen shekarun 1990. Ɗaya daga cikin farkon amfani da kalmar ya bayyana a cikin sanarwar manema labarai ta 1999, inda Cibiyoyin Koyon Interactive, kasuwancin ilimi na Atlanta, ya sanar da canjin sunan zuwa EPIC Learning. Fitarwar ta ambaci cewa "Kamfanin a halin yanzu yana aiki da darussan 220 a kan layi, amma zai fara bayar da kayan karatun Intanet ta amfani da hanyar Blended Learning ta kamfanin".[15]

Kalmar "koyon da aka haɗu" da farko ba ta da ma'ana, ta ƙunshi fasahohi iri-iri da hanyoyin koyarwa a cikin haɗuwa daban-daban (wasu ba sa amfani da fasaha ko ta yaya). A shekara ta 2006, kalmar ta zama mafi mahimmanci tare da bugawa na farko Handbook of Blended Learning by Bonk and Graham . Graham ya kalubalanci faɗin da rashin tabbas na ma'anar kalmar, kuma ya bayyana "tsarin ilmantarwa mai haɗuwa" a matsayin tsarin ilmantarwa wanda "ya haɗa koyarwar fuska da fuska tare da umarnin matsakaici na kwamfuta".[16]

A cikin wani rahoto mai taken "Defining Blended Learning", mai bincike Norm Friesen ya ba da shawarar cewa, a cikin halin yanzu, haɗin ilmantarwa "yana nuna kewayon yiwuwar da aka gabatar ta hanyar haɗa Intanet da kafofin watsa labarai na dijital tare da siffofin aji da aka kafa waɗanda ke buƙatar haɗin kai na malami da ɗalibai".[2]

Bayarwa da amfani

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Wani binciken da aka buga a 2023 ya kammala cewa: "Babban saƙo daga wannan binciken shine cewa makullin isar da ba a haɗa su ba tare da la'akari da ɗalibai da malamai masu farin ciki da farin ciki sune mafi kyawun tallafi, ingantaccen horo da kuma abin dogaro da fasaha. "[17]

Tarihi

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Duk da yake an gabatar da shirye-shiryen ilmantarwa na nesa na farko a cikin shekarun 1840, ilmantarwa ta hanyar fasaha ba ta wanzu ba kafin shekarun 1970. Horar da fasaha ya fito ne a matsayin madadin horar da malami a cikin shekarun 1960 a kan mainframes da kananan kwamfutoci. Babban fa'idar da aka haɗu da ilmantarwa ke bayarwa shine sikelin, yayin da malami ɗaya zai iya koyar da mutane da yawa kawai. Ɗaya daga cikin misalai shine PLATO (Programmed Logic for Automatic Teaching Operations), tsarin da Jami'ar Illinois da Control Data Ruwa haɓaka. PLATO musamman yana da dogon tarihi na sababbin abubuwa kuma ya ba da darussan daga firamare zuwa matakin kwaleji.[18] Horar da ke kan hanyar mainframe yana da iyakoki da yawa waɗanda suka ba da damar bidiyon kai tsaye na tauraron dan adam a cikin shekarun 1970s. Amfanin a nan yana bauta wa mutanen da ba su da ilimin kwamfuta. Babban ƙalubalen shine kuɗin da ake buƙata don yin wannan aikin.

Bidiyo na kai tsaye na tauraron dan adam da tsarin isar da ilimi na CD-ROM sun zama sanannun a matsayin hanyar warware matsalolin tare da sikelin. Kasancewa sanannen hanya a ƙarshen 1980s da farkon 1990s, CD-ROMs sun fito ne a matsayin babbar hanyar samar da ilmantarwa ta hanyar fasaha kamar yadda bandwidth ta hanyar 56k modems ba su iya tallafawa sauti da bidiyo ba. Ƙuntatawa ga CD-ROMs shine bin diddigin kammala karatun, don haka tsarin gudanar da ilmantarwa ya fito ne a matsayin hanyar sauƙaƙe bin diddigar ci gaba. Masana'antar jirgin sama ta yi amfani da wannan sosai don bin diddigin yadda mutum ya yi a darussan, lokacin da aka kwashe, da kuma inda wani ya bar. An kafa AICC, Kwamitin Horar da Kwamfuta na Masana'antar Jiragen Sama, a cikin 1988 kuma kamfanoni irin su Boeing sun yi amfani da CD-ROM don samar da horo ga ma'aikata.

Ana ba da ilmantarwa na zamani a kan layi, kodayake ana iya amfani da CD-ROM idan tsarin gudanar da ilmantarwar ya cika ka'idodin ma'aikata. Wasu misalai na tashoshin da za a iya isar da ilmantarwa ta yanar gizo sun haɗa da watsa shirye-shiryen yanar gizo (daidaitawa da asynchronous) da bidiyon kan layi (rayuwa da rikodin). [19]

An yi amfani da mafita irin su Khan Academy a cikin ɗakunan ajiya don zama dandamali don haɗin ilmantarwa.[20]

Misalai

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Akwai ƙarancin yarjejeniya game da ma'anar ilmantarwa. Wasu karatun ilimi sun ba da shawarar cewa lokaci ne mai yawa.[7] Koyaya, akwai nau'ikan ilmantarwa daban-daban da wasu masu bincike da masu tunani na ilimi suka ba da shawarar. Wadannan samfuran sun hada da: [21]

  • Direban fuska da fuska - inda malami ke fitar da umarni da haɓaka tare da kayan aikin dijital.[22]
  • Juyawa - ɗalibai suna sake zagayowar ta hanyar jadawalin nazarin kan layi mai zaman kansa da kuma lokacin aji na fuska da fuska.[23][24]
  • Flex - Yawancin darussan ana isar da su ta hanyar dandamali na dijital kuma malamai suna samuwa don tuntuɓar fuska da fuska da tallafi.[25]
  • Labs - Dukkanin tsarin karatun ana isar da shi ta hanyar dandamali na dijital amma a cikin wuri na zahiri. Dalibai yawanci suna ɗaukar darussan jiki a cikin wannan samfurin.[26]
  • Haɗuwa da kai - Dalibai sun zaɓi haɓaka ilmantarwa ta jiki tare da aikin karatun kan layi.[27]
  • Direban kan layi - Dalibai sun kammala dukkan darasi ta hanyar dandamali na kan layi tare da yiwuwar shigar da malami.[28] Dukkanin darussan da koyarwa ana bayar da su ta hanyar dandamali na dijital kuma ana shirya tarurruka na fuska da fuska idan ya cancanta.[29]

Yana da mahimmanci a lura cewa ko da tsarin ilmantarwa na gauraye za a iya haɗa su tare kuma aiwatarwa da yawa suna amfani da wasu, da yawa, ko ma duk waɗannan a matsayin girman dabarun ilmantarwa mafi girma. Wadannan samfuran, ga mafi yawancin, ba su da bambanci.[30]

Akwai abubuwa da yawa waɗanda zasu iya ƙunsar tsarin ilmantarwa, gami da "abin da aka ba da malami, e-learning, webinars, kiran taro, zaman kai tsaye ko kan layi tare da malamai, da sauran kafofin watsa labarai da abubuwan da suka faru, misali, Facebook, e-mail, ɗakunan tattaunawa, shafukan yanar gizo, podcasting, Twitter, YouTube, Skype da allon yanar gizo".[1]

Fa'idodi

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An bayar da rahoton cewa koyarwar da aka haɗu ta fi tasiri fiye da fuska da fuska ko kuma karatun kan layi.[31] Hanyoyin ilmantarwa da aka haɗu na iya haifar da manyan matakan nasarorin ɗalibai fiye da ilmantarwa fuska da fuska.[32]

Ta hanyar amfani da haɗin koyarwar dijital da lokacin fuska ɗaya-da-ɗaya, ɗalibai na iya aiki da kansu tare da sababbin ra'ayoyin da ke 'yantar da malamai don rarrabawa da tallafawa ɗalibai waɗanda zasu iya buƙatar kulawa ta mutum. "Maimakon yin wasa zuwa mafi ƙasƙanci - kamar yadda za su yi a cikin aji na zahiri - malamai yanzu za su iya daidaita umarnin su don taimakawa duk ɗalibai su kai ga cikakken damar su. "[33]

Masu goyon bayan ilmantarwa sun yi jayayya cewa hada "fasahar sadarwa ta Intanet" a cikin darussan ilimi mafi girma yana aiki ne don "sauƙaƙa kwarewar ilmantarwa mai zaman kanta da haɗin gwiwa a lokaci guda".[34]

Wannan haɗin yana da babban gudummawa ga gamsuwa da ɗalibai da nasara a cikin irin waɗannan darussan. An gano amfani da bayanai da fasahar sadarwa don inganta halayen ɗalibai game da ilmantarwa.

Ta hanyar haɗa fasahar bayanai a cikin ayyukan aji, sadarwa tsakanin malamai da ɗalibai na ɗan lokaci ya inganta, kuma ɗalibai sun sami damar inganta fahimtar su game da kayan karatun ta hanyar amfani da "ƙididdigar ƙididdiga da ƙididdigar lissafi".[35]

Har ila yau, ilmantarwa mai haɗuwa yana da damar rage kuɗin ilimi, kodayake wasu suna jayayya cewa ilmantarwa da aka haɗu ya fi tsada fiye da ilmantarwa na jiki.[36]

Haɗin ilmantarwa na iya rage farashi ta hanyar sanya ɗakunan ajiya a cikin sararin kan layi kuma yana maye gurbin litattafan karatu masu tsada tare da na'urorin lantarki waɗanda ɗalibai ke kawo kansu cikin aji. E-textbooks, wanda za'a iya samun dama ta hanyar dijital, na iya taimakawa wajen fitar da kasafin kudin littafi. Masu goyon bayan ilmantarwa sun ambaci damar tattara bayanai da keɓance koyarwa da kimantawa a matsayin manyan fa'idodi biyu na wannan hanyar.[37]

Haɗin ilmantarwa sau da yawa ya haɗa da software wanda ke tattara bayanan ɗalibai ta atomatik kuma yana auna ci gaban ilimi, yana ba da malamai, ɗalibai da iyaye cikakkun bayanai game da ɗalibai. Sau da yawa, ana samun gwaje-gwaje ta atomatik, suna ba da ra'ayoyi nan take. Ana kuma auna rajistar ɗalibai da lokutan aiki don tabbatar da lissafi. Makarantu tare da shirye-shiryen ilmantarwa na haɗuwa na iya zaɓar sake rarraba albarkatu don haɓaka sakamakon nasarar ɗalibai.[38]

Dalibai da ke da baiwa ta musamman ko sha'awa a waje da tsarin karatun da ake da shi suna amfani da fasahar ilimi don inganta ƙwarewarsu ko wuce ƙuntatawa.[39] Haɗin ilmantarwa yana ba da damar ilimi na mutum, maye gurbin samfurin inda malami yake tsaye a gaban aji kuma ana sa ran kowa ya kasance a wannan saurin. "Kwarewar haɗin kai tana bawa ɗalibai damar yin aiki a saurin kansu, tabbatar da cewa sun fahimci sabbin ra'ayoyi kafin su ci gaba. "

Yanayin aji wanda ya haɗa da ilmantarwa mai haɗuwa ta halitta yana buƙatar masu koyo su nuna ƙarin ikon cin gashin kansu, sarrafa kansu, da kuma 'yancin kai don samun nasara.[4] Idan malamai suna ba da wani nau'i na tsarin shirye-shiryen farko kafin gabatar da dabarun ilmantarwa, zai iya shirya ɗalibai don jin daɗi ta hanyar kewaya bangarori daban-daban da haɓaka ƙwarewar 'yancin kai.[1]

Haɗin ilmantarwa yana taka muhimmiyar rawa ga ilmantarwa na ɗalibai na farko sannan kuma kara yawan damar mutum da albarkatu.[40]

Wasu cibiyoyin kan layi suna haɗa ɗalibai tare da malamai ta hanyar fasahar taron yanar gizo don samar da aji na dijital. Wadannan cibiyoyin suna karɓar yawancin fasahohin da suka inganta darussan kan layi a matakin jami'a. Wasu fa'idodi na ilmantarwa, musamman a makarantar jariri zuwa matakin 12 na ilimi, ana iya samun su a ƙarƙashin manufar fasahar ilimi. Har ila yau, yana daya daga cikin hanyoyin da suka fi tasiri don ilmantarwa ta mutum a sikelin.

Haɗin ilmantarwa yana tallafawa amfani da ka'idoji a matsayin hanyar sarrafa inganci da sauƙin amfani. Wannan ya haɗa da nau'ikan ka'idoji masu yawa: ka'idojin haɗin kai kamar ƙayyadaddun SIF daga A4L ko ƙayyadadden kayan aikin ilmantarwa ƙayyadyadaddun aiki daga IMS Global Consortium ko ka'idoorin ilimi kamar ka'idojojin jihohi da ka'idojen jihohi na yau da kullun, waɗanda ke ƙarfafa haɗin fasaha cikin batutuwa daban-daban.

Tsarin gudanar da ilmantarwa, ko tarayyar tsarin, yana taimakawa wajen bunkasa jin daɗi ga al'ummar kan layi inda za a iya gudanar da tattaunawa don taimakawa ɗalibai.[41]

Wannan Yanayin ilmantarwa na kama-da-wane yana taimakawa wajen haɗa farfesa tare da ɗalibai ba tare da kasancewa a zahiri ba, don haka ya sa wannan ya zama 'caffe na kama-wane'. Makarantu da yawa suna amfani da wannan kayan aikin kan layi don azuzuwan kan layi, aikin aji, dandalin tambayoyi da amsoshi, da sauran ayyukan da suka shafi makaranta.[42] Haɗin ilmantarwa ya ba da sakamako mai kyau daga al'ummar kan layi. An kwatanta irin waɗannan sakamakon kuma sun nuna irin wannan sakamako daga na Alcoholics Anonymous da Weight Watchers . [41]

Fa'idodin ilmantarwa sun dogara da ingancin shirye-shiryen da ake aiwatarwa. Wasu alamomi na kyawawan shirye-shiryen ilmantarwa masu gauraye sune "sauƙaƙe ilmantarwa na ɗalibai, sadarwa da ra'ayoyi yadda ya kamata, nuna sha'awar ilmantarwa, tsarawa yadda ya kamata، nuna girmamawa ga ɗalibai, da kimanta ci gaba daidai".[43]

Rashin fa'idodi

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Sai dai idan an shirya shi da nasara kuma an aiwatar da shi, ilmantarwa mai gauraye na iya samun rashin fa'ida a fannonin fasaha tunda yana da dogaro mai ƙarfi akan albarkatun fasaha ko kayan aikin da aka ba da kwarewar ilmantarwa. Wadannan kayan aikin suna buƙatar zama abin dogaro, mai sauƙin amfani, kuma har zuwa yau, don su sami tasiri mai ma'ana akan kwarewar ilmantarwa.[34]

Akwai matsaloli da yawa ga ilmantarwa mai gauraye. Duk da yake wannan nau'in ilmantarwa yana ba wa ɗalibai damar zuwa kan layi idan ya cancanta, ko koyo daga ko'ina, babu tabbacin cewa kowane ɗalibi zai sami damar yin amfani da kayan aikin da suke buƙatar koyo akan kwamfuta. Wani matsala da zai iya tasowa shine intanet mara dogaro. Sau da yawa, intanet na iya raguwa. Idan dukan aji ba su da damar yin amfani da kayan aiki iri ɗaya, to malamin ba zai iya ci gaba da aji a wannan shafin ba. Wannan yana haifar da gibin ilmantarwa a cikin ɗakunan ajiya. Sai dai idan tsarin ilimi zai iya ba da amintaccen intanet da kwamfutoci ga dukkan dalibai, ba zai yiwu a tabbatar da cewa wannan wani zaɓi ne mai tasiri ga ilimi na yau da kullun ba.

Ilimi na IT na iya zama babbar shingen ga ɗalibai da ke ƙoƙarin samun damar yin amfani da kayan karatun, yana mai da wadatar tallafin fasaha mai inganci. Sauran fannoni na ilmantarwa da aka haɗu wanda zai iya zama ƙalubale shine aikin rukuni saboda matsaloli tare da gudanarwa a cikin saitin kan layi.[44]

An bayar da rahoton cewa amfani da fasahar rikodin lacca na iya haifar da dalibai su fada baya a kan kayan. A cikin binciken da aka yi a cikin jami'o'i daban-daban guda huɗu, an gano cewa rabin ɗalibai ne kawai ke kallon bidiyon lacca a kai a kai, kuma kusan kashi 40% na ɗalibai sun kalli bidiyon makonni da yawa a cikin zama ɗaya. Wannan yana da ƙarin tasiri ga malami da kuma yawan albarkatun kan layi da ake buƙatar bayyanawa ga ɗalibin amma kuma tabbatar da cewa yana cikin matakin da ya dace ga ɗalibin da aka nufa.

Daga hangen nesa na malami, kwanan nan, an lura cewa samar da ingantaccen ra'ayi yana da cin lokaci (sabili da haka ya fi tsada) lokacin da ake amfani da kafofin watsa labarai na lantarki, idan aka kwatanta da kimantawa na gargajiya (misali takarda). [45] Yin amfani da dandamali na e-learning na iya zama mai cin lokaci fiye da hanyoyin gargajiya kuma yana iya zuwa tare da sabbin farashi kamar yadda dandamali na i-learning da masu ba da sabis zasu iya cajin kuɗin mai amfani ga malamai.

Wani muhimmin batu shine samun damar shiga kayan aikin cibiyar sadarwa. Kodayake rarrabuwar dijital tana raguwa yayin da Intanet ta zama mafi yaduwa, ɗalibai da yawa ba su da damar yin amfani da Intanet - har ma a cikin ɗakunan su. Duk wani yunkuri na haɗa dabarun ilmantarwa a cikin dabarun koyarwa na ƙungiyar yana buƙatar lissafin wannan. Wannan shine dalilin da ya sa aka gina cibiyoyin ilmantarwa tare da kyakkyawar haɗin wi-fi don tabbatar da cewa an magance wannan batun.

A ƙarshe, a cikin fannonin ilimi inda kwaikwayon ƙwararru da kuma sanyawa a asibiti sune mahimman abubuwan (watau magani, obstetrics & gynaecology), koyarwar mutum ta kasance dutse mai tushe na ilimin ƙwarewar asibiti, kuma koyarwa ta hanyar magana ta kan layi kadai bai isa ya maye gurbin gaba ɗaya da samar da sakamakon ilmantarwa iri ɗaya ba.[40]

Karatun karatu na ƙarni na 21

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Kalmar nan "Literase na ƙarni na 21" ta samo asali ne daga Majalisar Malaman Ingilishi ta Kasa don bayyana yanayin zamantakewar ilmantarwa wanda ke tallafawa ta hanyar ikon haɗin gwiwa ta amfani da fasahar dijital a cikin ilmantarwa. Wadannan 'sabon karatu' an bayyana su a matsayin "ƙwarewar ɗalibai za su buƙaci al'umma da za su yi aiki a ciki", gami da "ƙwarewa mai ƙarfi na sadarwa da haɗin gwiwa, ƙwarewa a cikin fasaha, ƙwarewar tunani mai ban sha'awa, da kuma ikon warware matsaloli".[46] Wannan saitin ƙwarewa da fahimta za su "shirya ma'aikata ko 'yan ƙasa don canzawa, duniya mai alaƙa da juna".[47]

Wadannan karatu suna da ƙarfi saboda ikon kasancewa da alaƙa da juna. A cewar NCTE, masu aiki, masu cin nasara a cikin wannan al'umma ta duniya ta karni na 21 dole ne su iya:

  • haɓaka ƙwarewa da ƙwarewa tare da kayan aikin fasaha;
  • gina haɗin al'adu da alaƙa da wasu don samarwa da warware matsaloli tare da ƙarfafa tunani mai zaman kansa.
  • ƙira da raba bayanai ga al'ummomin duniya don saduwa da dalilai daban-daban;
  • sarrafawa, nazari da kuma hada rafi da yawa na bayanai a lokaci guda;
  • ƙirƙirar, sukar, nazarin da kimanta matani na multimedia;
  • kula da alhakin ɗabi'a da waɗannan mahalli masu rikitarwa ke buƙata.[48]

Bayanan da aka ambata

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  1. ↑ 1.0 1.1 1.2 "Enhancing Students' Language Skills through Blended Learning". Electronic Journal of e-Learning. 14.
  2. ↑ 2.0 2.1 Friesen, Norm (2012).تیتبصتبخهثبتخهسثتبخسثبخهسثتبسثبخس "Report:Defining Blended Learning"
  3. ↑ "Blended Learning (Staker / Horn – May 2012)" (PDF). Archived from the original (PDF) on 2013-08-21. Retrieved 2013-10-24.
  4. ↑ 4.0 4.1 "Blended course design: A synthesis of best practices". Journal of Asynchronous Learning Networks. 16.
  5. ↑ Lothridge, Karen; et al. (2013). "Blended learning: efficient, timely, and cost effective". Journal of Forensic Sciences. 45 (4): 407–416. doi:10.1080/00450618.2013.767375. S2CID 110935505.
  6. ↑ Moskal, Patsy; Dziuban, Charles; Hartman, Jole (December 20, 2012). "Blended learning: A dangerous idea?". Internet and Higher Education. 18: 15–23. doi:10.1016/j.iheduc.2012.12.001.
  7. ↑ 7.0 7.1 Oliver M, Trigwell K (2005). "Can 'Blended Learning' Be Redeemed?". E-Learning. 2: 17–26. doi:10.2304/elea.2005.2.1.17. S2CID 62214998.
  8. ↑ Graham, Charles R.; Woodfield, Wendy; Harrison, J. Buckley (2013-07-01). "A framework for institutional adoption and implementation of blended learning in higher education". The Internet and Higher Education. Blended Learning in Higher Education: Policy and Implementation Issues. 18: 4–14. doi:10.1016/j.iheduc.2012.09.003. ISSN 1096-7516.
  9. ↑ Siemens, G., Gašević, D., & Dawson, S. (2015). Preparing for the Digital University: a review of the history and current state of distance, blended, and online learning. Pg. 62. Athabasca University. Retrieved from http://linkresearchlab.org/PreparingDigitalUniversity.pdf
  10. ↑ Siemens, G., Gašević, D., & Dawson, S. (2015). Preparing for the Digital University: a review of the history and current state of distance, blended, and online learning. Pg. 71. Athabasca University. Retrieved from http://linkresearchlab.org/PreparingDigitalUniversity.pdf
  11. ↑ LABS, OWL. "What Is Hybrid Learning? Here's Everything You Need to Know". OWL LABS. Retrieved 22 November 2023.
  12. ↑ Bardsley, Daniel (16 July 2021). "UAE universities say hybrid learning here to stay". The National (in Turanci).
  13. ↑ Harasim, Linda (2000-01-01). "Shift happens: online education as a new paradigm in learning". The Internet and Higher Education (in Turanci). 3 (1–2): 41–61. doi:10.1016/S1096-7516(00)00032-4. ISSN 1096-7516.
  14. ↑ Martyn, Margie (2003). "The hybrid online model: Good practice". Educause Quarterly: 18–23.
  15. ↑ "Interactive Learning Centers Announces Name Change to EPIC Learning". The Free Library. March 5, 1999. Archived from the original on 2016-03-05. Retrieved October 18, 2013.
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  17. ↑ Trotter, James; Qureshi, Faiza (24 February 2023). "Student perspectives of hybrid delivery in a transnational education context during Covid-19". Journal of Applied Learning & Teaching. 6 (1). doi:10.37074/jalt.2023.6.1.10.
  18. ↑ "Plato Rising". Atarimagazines.com. Retrieved 2013-10-24.
  19. ↑ Smith, David P.; Francis, Nigel J. (2022-04-29). Mello, Luciane V; Watson, Helen (eds.). "Engagement with video content in the blended classroom". Essays in Biochemistry (in Turanci). 66 (1): 5–10. doi:10.1042/EBC20210055. ISSN 0071-1365. PMC 9096563 Check |pmc= value (help). PMID 35293999 Check |pmid= value (help).
  20. ↑ Coach resources (2012-10-11). "in the real world | Coach resources". Khan Academy. Archived from the original on 2013-10-23. Retrieved 2013-10-24.
  21. ↑ "Friesen (2012) "Report: Defining Blended Learning"" (PDF). Archived from the original (PDF) on 2015-05-01. Retrieved 2013-10-22.
  22. ↑ "6 Models of Blended Learning". DreamBox. Archived from the original on 2015-09-23. Retrieved 2014-11-25.
  23. ↑ DeNisco, Alison. "Different Faces of Blended Learning". District Administration. Archived from the original on 2015-09-23. Retrieved 2014-11-25.
  24. ↑ Anthony Kim. "Rotational models work for any classroom". Education Elements. Retrieved 2014-06-05.
  25. ↑ "The Four Important Models of Blended Learning Teachers Should Know About". Educational Technology and Mobile Learning. Retrieved 2014-11-25.[permanent dead link]
  26. ↑ "Blended Learning: How Brick-and-Mortar Schools are Taking Advantage of Online Learning Options" (PDF). Connections Learning. Archived from the original (PDF) on April 12, 2015. Retrieved 2014-11-25.
  27. ↑ "6 Models of Blended Learning". Archived from the original on 2015-09-23. Retrieved 2015-10-28.
  28. ↑ "Blended Learning 101" (PDF). Aspire Public Schools. Archived from the original (PDF) on 2014-10-21. Retrieved 2014-11-25.
  29. ↑ "6 Models of Blended Learning" (PDF). Idaho Digital Learning. Archived from the original (PDF) on 2014-08-01. Retrieved 2014-11-25.
  30. ↑ "BLENDED LEARNING Defining Models and Examining Conditions to Support Implementation" (PDF). Philadelphia Education Research Consortium (PERC). September 2014. Retrieved May 10, 2016.
  31. ↑ "Top 5 Benefits of a Blended Learning Platform". 5 February 2015. Retrieved 2015-07-04.
  32. ↑ Saritepeci, Mustafa; et al. (2015). "The effect of blended learning environments on student motivation and student engagement: A study on social studies course". Education and Science.
  33. ↑ "The Ultimate Guide To Hybrid Learning Model". Retrieved 2022-03-29.
  34. ↑ 34.0 34.1 Garrison, D. R.; Kanuka, H. (2004). "Blended learning: Uncovering its transformative potential in higher education". The Internet and Higher Education. 7 (2): 95–105. doi:10.1016/j.iheduc.2004.02.001. S2CID 13325999.
  35. ↑ amp. Missing or empty |title= (help)
  36. ↑ "The E-Learning Edge: Improving Access With OntarioLearn". www.conferenceboard.ca. Archived from the original on 2016-03-10. Retrieved 2016-03-09.
  37. ↑ Harel Caperton, Idit (2012). "Learning to Make Games for Impact". The Journal of Media Literacy. 59 (1): 28–38.
  38. ↑ Jacob, Anna M (2011). "Benefits and Barriers to the Hybridization of Schools" (PDF). Journal of Education Policy, Planning and Administration. 1 (1): 61–82. Archived from the original (PDF) on 2013-09-27.
  39. ↑ Ingfei Chen (May 21, 2014). "For Frustrated Gifted Kids, A World of Online Opportunities". KQED. Retrieved 2014-05-24.
  40. ↑ 40.0 40.1 Lee, Timothy (2022). "Blended (online and in-person) Women's Health Interprofessional Learning by Simulation (WHIPLS) for medical and midwifery students". ANZJOG. 62 (4): 596–604. doi:10.1111/ajo.13531. PMC 9544949 Check |pmc= value (help). PMID 35435241 Check |pmid= value (help). S2CID 248229101 Check |s2cid= value (help).
  41. ↑ 41.0 41.1 Aleksej Heinze & Chris Procter (2006). "Online Communication and Information Technology Education" (PDF). Journal of Information Technology Education. 5.
  42. ↑ Peter Bradford; Margaret Porciello; Nancy Balkon; Debra Backus (2007). "The Blackboard Learning System: The be All and End All in Educational Instruction?" (PDF). The Journal of Educational Technology Systems. 35 (3): 301–314. doi:10.2190/X137-X73L-5261-5656. S2CID 62186614. Archived from the original (PDF) on 2018-02-19. Retrieved 2013-10-23.
  43. ↑ amp. Missing or empty |title= (help)
  44. ↑ Wicks, David A; et al. (2015). "An investigation into the community of inquiry of blended classrooms by a faculty learning community". The Internet and Higher Education. 25: 53–62. doi:10.1016/j.iheduc.2014.12.001.
  45. ↑ Grieve, Rachel; Padgett, Christine R.; Moffitt, Robyn L. (2016-01-01). "Assignments 2.0: The role of social presence and computer attitudes in student preferences for online versus offline marking". The Internet and Higher Education. 28: 8–16. doi:10.1016/j.iheduc.2015.08.002.
  46. ↑ "21st Century Skills: Prepare Students for the Future". Kappa Delta Pi Record. 43.
  47. ↑ "The Challenge of 21st Century Literacies". Journal of Adolescent & Adult Literacy. 59.
  48. ↑ "The NCTE Definition of 21st Century Literacies" (PDF). www.ncte.org. Retrieved 2016-01-30.
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