A model for the identification of challenges to blended learning

Draffan, E.A. and Rainger, P., Seale, J. (eds.) (2006) A model for the identification of challenges to blended learning. ALT-J, 14, (1), 55-67.


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A model for an inclusive approach to the identification of challenges to blended learning as a means to identify educational accessibility issues is presented. By focusing on both the learner and teacher perspectives, the model encompasses a broad range of factors, including learner characteristics, learning and teaching environments, interactions and activities. The proposed model provides a starting point for the identification of challenges to learning from a socio-cultural perspective rather than a medical or rehabilitation perspective. This holistic perspective is key to moving `thinking' towards a more inclusive learning approach that embraces the needs of all learners, regardless of a defined disability.

Item Type: Article
ISSNs: 0968-7769
Related URLs:
Keywords: blended learning, accessibility, framework, inclusion
Divisions : Faculty of Physical Sciences and Engineering > Electronics and Computer Science > Web & Internet Science
ePrint ID: 264144
Accepted Date and Publication Date:
March 2006Published
Date Deposited: 08 Jun 2007
Last Modified: 31 Mar 2016 14:08
Further Information:Google Scholar
URI: http://eprints.soton.ac.uk/id/eprint/264144

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