Læring på og i Blended Learning
DOI:
https://doi.org/10.7146/lom.v12i22.115955Nøgleord:
Blended Learning, Læringsteori, Fleksibel Læring, Hybrid læring, LæreprocesserResumé
Forskningen peger på, at der mangler viden om, hvad der karakteriserer læringen i Blended Learning, og hvordan læreprocesser præges af disse fleksibelt tilrettelagte uddannelser. Mange forskningsartikler har blot rammesat, hvilken epistemologisk læringsopfattelse de læner sig op ad frem for at undersøge, hvad der er det særegne ved netop læringen i fleksibelt tilrettelagte uddannelsesforløb. Denne artikel analyserer forskelle og ligheder i 2 måder at tilgå og beskrive læringen. På baggrund af analyserne diskuteres, hvilken betydning de forskellige udgangspunkter for læring får for forståelse af læreprocesserne i de fleksible undervisningsmiljøer, og hvilke muligheder og begrænsninger de 2 perspektiver giver for måden at tilrettelægge Blended Learning på. Det konkluderes, at der på trods af sammenfald i de forskellige tilgange til at beskrive og definere læringen også er væsensforskelle. Hvor læring som tilkobling primært relaterer sig til konstruktivistiske og socialkonstruktivistiske perspektiver, så inkluderer læring udledt af empirisk forskning i Blended Learning andre centrale begreber.
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Referencer
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Cronjé, J. C. (2010). Using Hofstede’s cultural dimensions to interpret cross-cultural blended teaching and learning. Computers & Education, 56(3), 596–603.
de Freitas, S., & Mayes, T. (2004). Review of e-learning theories, frameworks and models. Unpublished project report, Essex University.
Driscoll, M. (2002). Blended learning: Let’s get beyond the hype. E-learning, 1(4), 1-4.
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Halverson, L. R., & Graham, C. R. (2019). Learner Engagement in Blended Learning Environments: A Conceptual Framework. Online Learning, 23(2), 145-178.
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Oliver, M., & Trigwell, K. (2005). Can ‘Blended Learning’be redeemed?. E-learning and Digital Media, 2(1), 17-26.
Piki, A. (2011). Learner Engagement in Computer-Supported Collaborative Learning Environments: A mixed-methods study in postgraduate education (Doctoral dissertation, University of London).
Powers, K. L., Brooks, P. J., Galazyn, M., & Donnelly, S. (2016). Testing the efficacy of MyPsychLab to replace traditional instruction in a hybrid course. Psychology Learning & Teaching, 15(1), 6-30.
Qvortrup, A., & Keiding, T. B. (2016). The mistake to mistake learning theory for didactics. I: On the definition of learning (pp. 163-187). Syddansk Universitetsforlag.
Qvortrup, A., & Wiberg, M. (2013). Opsamling på forholdet mellem læringsteori og didaktik. I: Læringsteori Og Didaktik (pp. 422-435). Hans Reitzels Forlag.
Smith, S. U., Hayes, S., & Shea, P. (2017). A Critical Review of the Use of Wenger's Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research, 2000-2014. Online Learning, 21(1), 209-237.
Spring, K. J. & Graham, C. R. (2017). Thematic patterns in international Blended Learning literature, research, practices, and terminology. Online Learning, 21(4), 337-361. doi: 10.24059/olj.v21i4.998
Stenbom, S. (2018). A systematic review of the Community of Inquiry survey. The Internet and Higher Education, 39, 22-32.
Swan, K., Garrison, D. R., & Richardson, J. C. (2009). A constructivist approach to online learning: The Community of Inquiry framework. In Payne, C. R. (Ed.) Information technology and constructivism in higher education: Progressive learning frameworks (pp. 43–57). Hershey, PA: IGI Global
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Verkroost, M. J., Meijerink, L., Lintsen, H., & Veen, W. (2008). Finding a balance in dimensions of Blended Learning. International Journal on E-Learning (IJEL), 7, 499522.http://www.editlib.org/j/IJEL/
Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Wang, Y., Han, X., & Yang, J. (2015). Revisiting the Blended Learning Literature: Using a Complex Adaptive Systems Framework. Educational Technology & Society, 18 (2), 380–393.
Wenger E. (1998). Communities of practice: Learning, meaning and identity. New York, NY:
Cambridge University Press.
Westbrook, K. (2008). The beginning of the end for Blended Learning? IATEFL CALL Review 2008.
Alammary, A., Sheard, J., & Carbone, A. (2014). Blended learning in higher education: Three different design approaches. Australasian Journal of Educational Technology, 30(4).
Bidarra, J., & Rusman, E. (2017). Towards a pedagogical model for science education: bridging educational contexts through a blended learning approach. Open Learning: the journal of open, distance and e-learning, 32(1), 6-20.
Bonk, C. J., & Graham, C. R. (2012). The handbook of Blended Learning: Global perspectives, local designs. John Wiley & Sons.
Bowyer, J., & Chambers, L. (2017). Evaluating blended learning: Bringing the elements together. Research Matters: A Cambridge Assessment Publication, 23, 17-26.
Chen, S., & Lu, Y. (2013, June). The negative effects and control of blended learning in university. In 2013 the International Conference on Education Technology and Information System (ICETIS 2013). Atlantis Press.
Crawford, R., & Jenkins, L. (2017). Blended learning and team teaching: Adapting pedagogy in response to the changing digital tertiary environment. Australasian Journal of Educational Technology, 33(2).
Cronjé, J. C. (2010). Using Hofstede’s cultural dimensions to interpret cross-cultural blended teaching and learning. Computers & Education, 56(3), 596–603.
de Freitas, S., & Mayes, T. (2004). Review of e-learning theories, frameworks and models. Unpublished project report, Essex University.
Driscoll, M. (2002). Blended learning: Let’s get beyond the hype. E-learning, 1(4), 1-4.
Drysdale, J. S., Graham, C. R., Spring, K. J., & Halverson, L. R. (2013). An analysis of research trends in dissertations and theses studying Blended Learning. The Internet and Higher Education, 17, 90-100.
EU (2017). Opening up education through new technologies. Hentet fra d. 16.08.2018: http://ec.europa.eu/education/policy/strategic-framework/education-technology_en
Fleming, M. L., & Levie, W. H. (1978). Instructional message design: Principles from the behavioral sciences. Educational Technology.
Florer, T. (2014). A study of student engagement and the factors that contribute to students' use of blended learning technologies (Doctoral dissertation, Creighton University).
Forfatter (2015)
Garrison, D. R. (2016). Community of inquiry. In E-Learning in the 21st Century (pp. 40-52). Routledge.
Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The Internet and Higher Education, 13(1-2), 5–9. doi:10.1016/j.iheduc.2009.10.003
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105.
Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons.
Graham, C. R. (2006). Blended learning systems. The handbook of Blended Learning, 3-21.
Guri-Rosenblit, S. (2005). ‘Distance education’and ‘e-learning’: Not the same thing. Higher education, 49(4), 467-493.
Halverson, L. R., & Graham, C. R. (2019). Learner Engagement in Blended Learning Environments: A Conceptual Framework. Online Learning, 23(2), 145-178.
Hamid, M. M. A. B. (2016). EFL Instructors’ and Students’ Perceptions and Satisfaction of Using Blended Learning Approach: A Case Study of Arab Open University, Saudi Branch, kingdom of Saudi Arbia (2014-2015) (Doctoral dissertation, University of Gezira).
Hrastinski, S. (2019). What Do We Mean by Blended Learning? TechTrends, 1-6.
Inglis, M., Palipana, A., Trenholm, S., & Ward, J. (2011). Individual differences in students' use of optional learning resources. Journal of Computer Assisted Learning, 27(6), 490-502.
KORA (2017). En spørgeskemaundersøgelse blandt 1.103 offentlige og private virksomheder, registerdata og interviews
Kruse, S., & Wistoft, K. (2011). Didaktik som forskningsfelt. Essays om dannelse, didaktik og handlekompetence, 81.
Laurillard, D. (2015). Thinking about Blended Learning. A paper for the Thinkers in Residence programme. KVAB.
Mekhitarian, S. (2016). Effective Instruction in the Blended Learning Classroom (Doctoral dissertation, Loyola Marymount University).
Newby, T., Stepich, D., Lehman, J., & Russell, J. (2000). Instructional technology for teaching and learning: Designing instruction, integrating computers, and using media. Educational Technology & Society, 3(2), 106-107.
Nortvig, A. M., Petersen, A. K., & Balle, S. H. (2018). A Literature Review of the Factors Influencing E-Learning and Blended Learning in Relation to Learning Outcome, Student Satisfaction and Engagement. Electronic Journal of e-Learning, 16(1), 46-55.
Oliver, M., & Trigwell, K. (2005). Can ‘Blended Learning’be redeemed?. E-learning and Digital Media, 2(1), 17-26.
Piki, A. (2011). Learner Engagement in Computer-Supported Collaborative Learning Environments: A mixed-methods study in postgraduate education (Doctoral dissertation, University of London).
Powers, K. L., Brooks, P. J., Galazyn, M., & Donnelly, S. (2016). Testing the efficacy of MyPsychLab to replace traditional instruction in a hybrid course. Psychology Learning & Teaching, 15(1), 6-30.
Qvortrup, A., & Keiding, T. B. (2016). The mistake to mistake learning theory for didactics. I: On the definition of learning (pp. 163-187). Syddansk Universitetsforlag.
Qvortrup, A., & Wiberg, M. (2013). Opsamling på forholdet mellem læringsteori og didaktik. I: Læringsteori Og Didaktik (pp. 422-435). Hans Reitzels Forlag.
Smith, S. U., Hayes, S., & Shea, P. (2017). A Critical Review of the Use of Wenger's Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research, 2000-2014. Online Learning, 21(1), 209-237.
Spring, K. J. & Graham, C. R. (2017). Thematic patterns in international Blended Learning literature, research, practices, and terminology. Online Learning, 21(4), 337-361. doi: 10.24059/olj.v21i4.998
Stenbom, S. (2018). A systematic review of the Community of Inquiry survey. The Internet and Higher Education, 39, 22-32.
Swan, K., Garrison, D. R., & Richardson, J. C. (2009). A constructivist approach to online learning: The Community of Inquiry framework. In Payne, C. R. (Ed.) Information technology and constructivism in higher education: Progressive learning frameworks (pp. 43–57). Hershey, PA: IGI Global
Valiathan, P. (2002) Blended Learning Models. Available at: www.learningcircuits.com/2002/aug2002/ valiathan.html
Verkroost, M. J., Meijerink, L., Lintsen, H., & Veen, W. (2008). Finding a balance in dimensions of Blended Learning. International Journal on E-Learning (IJEL), 7, 499522.http://www.editlib.org/j/IJEL/
Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Wang, Y., Han, X., & Yang, J. (2015). Revisiting the Blended Learning Literature: Using a Complex Adaptive Systems Framework. Educational Technology & Society, 18 (2), 380–393.
Wenger E. (1998). Communities of practice: Learning, meaning and identity. New York, NY:
Cambridge University Press.
Westbrook, K. (2008). The beginning of the end for Blended Learning? IATEFL CALL Review 2008.
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Publiceret
05-05-2020
Citation/Eksport
Dau, S. (2020). Læring på og i Blended Learning. Tidsskriftet Læring Og Medier (LOM), 12(22), 23. https://doi.org/10.7146/lom.v12i22.115955
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