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dc.contributor.authorTorrisi, Geraldineen_US
dc.contributor.editorVictor C. X. Wangen_US
dc.description.abstractWhilst the potential of blended learning to provide cost effective and quality learning experiences in adult education is generally acknowledged, deciding 'what to blend?' and 'how to blend?' is challenging. The design and implementation of blended learning is specific to the learning situation. Given the range of possible learning situations and the wide array of possible tools there are virtually endless possibilities for the blended learning designs. Those first embarking on blended learning ventures are faced with the task of surveying the vast quantity of resulting literature to gain a fundamental understanding of the concept and its implementation. For those beginning to implement blended learning in adult education contexts, this chapter attempts to provide a starting point for further exploration. This chapter seeks to lay foundations for understanding the concept of blended learning by firstly defining the term, and then highlighting key design concepts by discussing appropriate philosophical foundations and instructional design principles. An overview of some of the existing models and frameworks for blended learning in adult education is then given. Finally, some of the advantages and challenges of blended learning are discussed and future directions and research issues are identifieden_US
dc.publisherInformation Science Referenceen_US
dc.publisher.placeUnited Statesen_US
dc.relation.ispartofbooktitleEncyclopedia of Information Communication Technologies and Adult Education Integrationen_US
dc.subject.fieldofresearchEducational Technology and Computingen_US
dc.titleBlended Learning Primeren_US
dc.typeBook chapteren_US
dc.type.descriptionB1 - Book Chapters (HERDC)en_US
dc.type.codeB - Book Chaptersen_US
gro.facultyGriffith Sciences, School of Information and Communication Technologyen_US
gro.hasfulltextNo Full Text
gro.griffith.authorTorrisi, Geraldine G.

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