A model for the identification of challenges to blended learning
Draffan, E.A. and Rainger, P., Seale, J. (ed.) (2006) A model for the identification of challenges to blended learning. ALT-J, 14, (1), 55-67.
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.
|Keywords:||blended learning, accessibility, framework, inclusion|
|Divisions:||Faculty of Physical and Applied Science > Electronics and Computer Science > Web & Internet Science
|Date Deposited:||08 Jun 2007|
|Last Modified:||02 Mar 2012 13:00|
|Contributors:||Draffan, E.A. (Author)
Rainger, P. (Author)
Seale, J. (Editor)
|Publisher:||Routledge, part of the Taylor & Francis Group|
|Further Information:||Google Scholar|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
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