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

Praise for Blended Learning in Higher Education
"Garrison and Vaughan have provided something both welcome and rare: practical advice about how to use technology in education that is grounded in a sound theoretical framework. The community of inquiry theory is the basis for valuable guidance on blending classroom and distance learning for everyone facing the challenges and opportunities of using online technologies in higher education."
—Michael Grahame Moore, professor, The Pennsylvania State University, and editor, The American Journal of Distance Education
"Blended Learning in Higher Education advocates that leadership realize the potential for institutional transformation while providing fundamental practicality for faculty success. Garrison and Vaughan have made an invaluable contribution to the broader community of inquiry for everyone committed to blended learning excellence."
—Barbara E. Truman, director, Course Development and Web Services, University of Central Florida
"This book will make every university professor and administrator think about how they can improve the learning experience. Not only is it well–rooted in theory, but it is practical. The authors go through specific disciplines and how they might use blended learning; they also map out pathways for success. This is a must–read for those interested in blended learning."
—Dr. Frits Pannekoek, president, Athabasca University, Canada′s Open University
"This book will be a great practical resource for university faculty and administrators trying to implement blended learning at their institutions. The wide range of real–world examples and clear guidelines will make it a powerful resource in the course redesign process."
—Charles R. Graham, Brigham Young University

Spis treści:
Preface.
The Authors.
Part One: Community of Inquiry Framework.
1. Introduction.
2 . Community of Inquiry and Blended Learning.
3. Designing Blended Learning to Create a ommunity of Inquiry.
4. Community of Inquiry for Faculty Development.
Part Two: Blended Learning in Practice.
5. Scenarios.
6. Guidelines.
7. Strategies and Tools.
8. The Future.
Appendix 1. Organizational Change.
Appendix 2. Project Proposal Form.
Appendix 3. Redesign Guide for Blended Learning.
Appendix 4. Blended Faculty Community of Inquiry lanning Document.
Appendix 5. Student Survey Questionnaire.
Appendix 6. Faculty Interview Questions.
Appendix 7. Student Survey Results.
Appendix 8. Faculty Interview Comments.
Appendix 9. Template for Preparing a Blended Learning Course Outline.
Appendix 10. Sample Blended Learning Course Outline.
Appendix 11. Sample Assessment Rubric for an e–Portfolio Assignment.
References.
Index.

Nota biograficzna:
D. Randy Garrison is a professor and director of the Teaching & Learning Centre at the University of Calgary.
Norman D. Vaughan is an instructor and coordinator of the blended learning support program at the University of Calgary.

Okładka tylna:
Praise for Blended Learning in Higher Education
"Garrison and Vaughan have provided something both welcome and rare: practical advice about how to use technology in education that is grounded in a sound theoretical framework. The community of inquiry theory is the basis for valuable guidance on blending classroom and distance learning for everyone facing the challenges and opportunities of using online technologies in higher education."
—Michael Grahame Moore, professor, The Pennsylvania State University, and editor, The American Journal of Distance Education
"Blended Learning in Higher Education advocates that leadership realize the potential for institutional transformation while providing fundamental practicality for fa culty success. Garrison and Vaughan have made an invaluable contribution to the broader community of inquiry for everyone committed to blended learning excellence."
—Barbara E. Truman, director, Course Development and Web Services, University of Central Florida
"This book will make every university professor and administrator think about how they can improve the learning experience. Not only is it well–rooted in theory, but it is practical. The authors go through specific disciplines and how they might use blended learning; they also map out pathways for success. This is a must–read for those interested in blended learning."
—Dr. Frits Pannekoek, president, Athabasca University, Canada′s Open University
"This book will be a great practical resource for university faculty and administrators trying to implement blended learning at their institutions. The wide range of real–world examples and clear guidelines will make it a powerful resource in the course redesign process."
—Charles R. Graham, Brigham Young University