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Vaughan, N. D., Dell, D., Cleveland-Innes, M., Garrison, D. R. (2023). Principles of Blended Learning. e-learning and education, Iss. 15. (urn:nbn:de:0009-5-58560)

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%0 Journal Article
%T Principles of Blended Learning
%A Vaughan, Norman D.
%A Dell, Deborah
%A Cleveland-Innes, Martha
%A Garrison, D. Randy
%J e-learning and education
%D 2023
%V 15
%N 1
%@ 1860-7470
%F vaughan2023
%X The rapid migration to remote instruction during the Covid-19 pandemic has expedited the need for more research, expertise, and practical guidelines for online and blended learning. A theoretical grounding of approaches and practices is imperative to support blended learning and sustain change across multiple levels in education organizations, from leadership to classroom. The Community of Inquiry is a valuable framework that regards higher education as both a collaborative and individually constructivist learning experience. The framework considers the interdependent elements of social, cognitive, and teaching presence to create a meaningful learning experience. In this volume, the authors further explore and refine the blended learning principles presented in their first book, Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry, with an added focus on designing, facilitating, and directing collaborative blended learning environments by emphasizing the concept of shared metacognition.
%L 370
%K blended learning
%K distance, open and online Education
%K e-learning
%K education
%K social aspects in education
%U http://nbn-resolving.de/urn:nbn:de:0009-5-58560

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@Article{vaughan2023,
  author = 	"Vaughan, Norman D.
		and Dell, Deborah
		and Cleveland-Innes, Martha
		and Garrison, D. Randy",
  title = 	"Principles of Blended Learning",
  journal = 	"e-learning and education",
  year = 	"2023",
  volume = 	"15",
  number = 	"1",
  keywords = 	"blended learning; distance, open and online Education; e-learning; education; social aspects in education",
  abstract = 	"The rapid migration to remote instruction during the Covid-19 pandemic has expedited the need for more research, expertise, and practical guidelines for online and blended learning. A theoretical grounding of approaches and practices is imperative to support blended learning and sustain change across multiple levels in education organizations, from leadership to classroom. The Community of Inquiry is a valuable framework that regards higher education as both a collaborative and individually constructivist learning experience. The framework considers the interdependent elements of social, cognitive, and teaching presence to create a meaningful learning experience. In this volume, the authors further explore and refine the blended learning principles presented in their first book, Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry, with an added focus on designing, facilitating, and directing collaborative blended learning environments by emphasizing the concept of shared metacognition.",
  issn = 	"1860-7470",
  url = 	"http://nbn-resolving.de/urn:nbn:de:0009-5-58560"
}

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TY  - JOUR
AU  - Vaughan, Norman D.
AU  - Dell, Deborah
AU  - Cleveland-Innes, Martha
AU  - Garrison, D. Randy
PY  - 2023
DA  - 2023//
TI  - Principles of Blended Learning
JO  - e-learning and education
VL  - 15
IS  - 1
KW  - blended learning
KW  - distance, open and online Education
KW  - e-learning
KW  - education
KW  - social aspects in education
AB  - The rapid migration to remote instruction during the Covid-19 pandemic has expedited the need for more research, expertise, and practical guidelines for online and blended learning. A theoretical grounding of approaches and practices is imperative to support blended learning and sustain change across multiple levels in education organizations, from leadership to classroom. The Community of Inquiry is a valuable framework that regards higher education as both a collaborative and individually constructivist learning experience. The framework considers the interdependent elements of social, cognitive, and teaching presence to create a meaningful learning experience. In this volume, the authors further explore and refine the blended learning principles presented in their first book, Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry, with an added focus on designing, facilitating, and directing collaborative blended learning environments by emphasizing the concept of shared metacognition.
SN  - 1860-7470
UR  - http://nbn-resolving.de/urn:nbn:de:0009-5-58560
ID  - vaughan2023
ER  -

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Wordbib

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ISI

PT Journal
AU Vaughan, N
   Dell, D
   Cleveland-Innes, M
   Garrison, D
TI Principles of Blended Learning
SO e-learning and education
PY 2023
VL 15
IS 1
DE blended learning; distance, open and online Education; e-learning; education; social aspects in education
AB The rapid migration to remote instruction during the Covid-19 pandemic has expedited the need for more research, expertise, and practical guidelines for online and blended learning. A theoretical grounding of approaches and practices is imperative to support blended learning and sustain change across multiple levels in education organizations, from leadership to classroom. The Community of Inquiry is a valuable framework that regards higher education as both a collaborative and individually constructivist learning experience. The framework considers the interdependent elements of social, cognitive, and teaching presence to create a meaningful learning experience. In this volume, the authors further explore and refine the blended learning principles presented in their first book, Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry, with an added focus on designing, facilitating, and directing collaborative blended learning environments by emphasizing the concept of shared metacognition.
ER

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  <abstract>The rapid migration to remote instruction during the Covid-19 pandemic has expedited the need for more research, expertise, and practical guidelines for online and blended learning. A theoretical grounding of approaches and practices is imperative to support blended learning and sustain change across multiple levels in education organizations, from leadership to classroom. The Community of Inquiry is a valuable framework that regards higher education as both a collaborative and individually constructivist learning experience. The framework considers the interdependent elements of social, cognitive, and teaching presence to create a meaningful learning experience. In this volume, the authors further explore and refine the blended learning principles presented in their first book, Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry, with an added focus on designing, facilitating, and directing collaborative blended learning environments by emphasizing the concept of shared metacognition.</abstract>
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Full Metadata

Bibliographic Citation	e-learning and education, Iss. 15
Title	Principles of Blended Learning (eng)
Author	Norman D. Vaughan, Deborah Dell, Martha Cleveland-Innes, D. Randy Garrison
Language	eng
Abstract	The rapid migration to remote instruction during the Covid-19 pandemic has expedited the need for more research, expertise, and practical guidelines for online and blended learning. A theoretical grounding of approaches and practices is imperative to support blended learning and sustain change across multiple levels in education organizations, from leadership to classroom. The Community of Inquiry is a valuable framework that regards higher education as both a collaborative and individually constructivist learning experience. The framework considers the interdependent elements of social, cognitive, and teaching presence to create a meaningful learning experience. In this volume, the authors further explore and refine the blended learning principles presented in their first book, Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry, with an added focus on designing, facilitating, and directing collaborative blended learning environments by emphasizing the concept of shared metacognition.
Subject	blended learning, distance, open and online Education, e-learning, education, social aspects in education
Classified Subjects	ddc 153.15, learning 371.102, teaching 371.358, electronic distance education pacs C6130M, multimedia D2030, education and training IT applications E0250, education and training
DDC	370
Rights	fDPPL
URN:	urn:nbn:de:0009-5-58560