Læring på og i Blended Learning
DOI:
https://doi.org/10.7146/lom.v12i22.115955Keywords:
Blended Learning, Læringsteori, Fleksibel Læring, Hybrid læring, LæreprocesserAbstract
The research indicates that there is a lack of knowledge about what characterizes learning in Blended Learning and how learning processes are characterized by these flexibly organized programs. Many research articles have merely framed what epistemological learning concept they lean on rather than examining what is the peculiar nature of learning in Blended Learning programs. Based on existing research. This article analyses differences and similarities in the two ways to approach and describe learning. Based on the analysis, the importance of the different starting points for learning is discussed. Respectively, the opportunities and limitations the two perspectives provide for the way in which Blended Learning is organized. The article reveals that despite coincidences in the different approaches to describe and define learning. Where learning connected to theory primarily relates to constructivist and social constructivist perspectives, learning derived from empirical research in Blended Learning includes other key concepts
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References
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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 Unpublished project report, Essex University.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.
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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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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.
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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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Published
2020-05-05
How to Cite
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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