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Introduction to Blended Learning Practices

Introduction to Blended Learning Practices

Elizabeth Stacey, Philippa Gerbic
Copyright: © 2009 |Pages: 19
ISBN13: 9781605662961|ISBN10: 1605662968|EISBN13: 9781605662978
DOI: 10.4018/978-1-60566-296-1.ch001
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MLA

Stacey, Elizabeth, and Philippa Gerbic. "Introduction to Blended Learning Practices." Effective Blended Learning Practices: Evidence-Based Perspectives in ICT-Facilitated Education, edited by Elizabeth Stacey and Philippa Gerbic, IGI Global, 2009, pp. 1-19. https://doi.org/10.4018/978-1-60566-296-1.ch001

APA

Stacey, E. & Gerbic, P. (2009). Introduction to Blended Learning Practices. In E. Stacey & P. Gerbic (Eds.), Effective Blended Learning Practices: Evidence-Based Perspectives in ICT-Facilitated Education (pp. 1-19). IGI Global. https://doi.org/10.4018/978-1-60566-296-1.ch001

Chicago

Stacey, Elizabeth, and Philippa Gerbic. "Introduction to Blended Learning Practices." In Effective Blended Learning Practices: Evidence-Based Perspectives in ICT-Facilitated Education, edited by Elizabeth Stacey and Philippa Gerbic, 1-19. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-296-1.ch001

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Abstract

Blended learning is now part of the learning landscape in higher education, not just for campus-based courses but for courses designed for students studying at a distance as well as for communities of professional learning and practice. The impact of this concept in university teaching and learning can be seen in the appearance of practice focused texts for example, Littlejohn and Pegler (2007) and, more recently, Garrison and Vaughan (2008). Blended learning is now constantly positioned as one of the emerging trends in higher education (e. g. Allen, Seaman and Garrett, 2007; Graham, 2006; Garrison and Kanuka, 2004) and therefore is of particular strategic importance in the future of universities, their students and teachers as well as in the widening community of professional education and training. As an introduction to this book, this chapter will review the growing literature about blended learning and will discuss some of its key issues. The authors begin by introducing the concept of blended learning and its many meanings and attempt to clarify the definitional discussion. Issues in teaching and learning in both campus based and distance settings are then described followed by a discussion of the way blended learning provides a process for establishing communities of learning and practice, particularly for professional learning. Much of the literature about professional learning and learning communities has only just begun to identify aspects of blended learning practices as significant in their field, a gap this book is helping to fill.

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