A model for the identification of challenges to blended learning
A model for the identification of challenges to blended learning
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.
blended learning, accessibility, framework, inclusion
55-67
Draffan, E.A.
021d4f4e-d269-4379-ba5a-7e2ffb73d2bf
Rainger, P.
c01ebfce-e19f-42d1-a9a5-574e22ac09c8
Seale, J.
2de0b35b-7052-4b12-b312-49e8f86a9ad3
March 2006
Draffan, E.A.
021d4f4e-d269-4379-ba5a-7e2ffb73d2bf
Rainger, P.
c01ebfce-e19f-42d1-a9a5-574e22ac09c8
Seale, J.
2de0b35b-7052-4b12-b312-49e8f86a9ad3
Draffan, E.A. and Rainger, P.
,
Seale, J.
(ed.)
(2006)
A model for the identification of challenges to blended learning.
Alt-J - Association for Learning Technology Journal, 14 (1), .
Abstract
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.
Text
Alt_J_CALT_A_147961.pdf
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More information
Published date: March 2006
Keywords:
blended learning, accessibility, framework, inclusion
Organisations:
Web & Internet Science
Identifiers
Local EPrints ID: 264144
URI: http://eprints.soton.ac.uk/id/eprint/264144
ISSN: 0968-7769
PURE UUID: 28980f63-e119-4050-abe7-1dd6127c3b38
Catalogue record
Date deposited: 08 Jun 2007
Last modified: 15 Mar 2024 03:28
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Contributors
Author:
E.A. Draffan
Author:
P. Rainger
Editor:
J. Seale
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