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Blended Learning as a Transformative Design Approach

Blended Learning as a Transformative Design Approach
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Author(s): D. R. Garrison (University of Calgary, Canada)
Copyright: 2009
Pages: 5
Source title: Encyclopedia of Distance Learning, Second Edition
Source Author(s)/Editor(s): Patricia L. Rogers (Bemidji State University, USA), Gary A. Berg (California State University Channel Islands (Retired), USA), Judith V. Boettcher (Designing for Learning, USA), Caroline Howard (HC Consulting, USA), Lorraine Justice (Hong Kong Polytechnic University, Hong Kong) and Karen D. Schenk (K. D. Schenk and Associates Consulting, USA)
DOI: 10.4018/978-1-60566-198-8.ch028

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Abstract

It is becoming clear that blended learning has the potential to transform higher education (Bonk & Graham, 2006; Garrison & Kanuka, 2004; Garrison & Vaughan, 2007). With the acceptance that higher education must more actively engage students in meaningful learning experiences, institutions of higher education are exploring blended learning course and program redesigns. The status quo with a reliance on the lecture to transmit information is being seriously questioned. The focus here is on exploring blended learning as an innovative approach to the design of teaching and learning in higher and distance education. Strategic action plans for the adoption of blended learning approaches will also be outlined.

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