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A model for the identification of challenges to blended learning

Record type: Article

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.

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Citation

Draffan, E.A. and Rainger, P., Seale, J.(ed.) (2006) A model for the identification of challenges to blended learning ALT-J: Research in Learning Technology, 14, (1), pp. 55-67.

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: 18 Jul 2017 07:39

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Contributors

Author: E.A. Draffan
Author: P. Rainger
Editor: J. Seale

University divisions


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