Blended learning (or hybrid or mixed learning) has replaced a portion (e.g. 30%-70%) of traditional classroom teaching with online learning. Being a combination of online learning and face-to-face teaching, blended learning not only solves the problem of time and space, but also has greater potential for engaging students and improving their learning outcomes.
Blended learning is becoming a norm in higher education. However, simply blending online learning with classroom teaching does not automatically produce better learning results. Deliberate instructional design as well as implementation is crucial.
This special issue aims to collect and publish research papers based on empirical studies and conceptual papers for guiding effective design and implementation of blended learning.
Suitable topics include, but are not limited to, the following:
- Theoretical frameworks or models for blended learning
- Strategies for blending online learning with face-to-face learning
- Patterns, advantages and limitations of blended learning
- Design for blended learning
- Designing blended learning environments for (adult) learners
- Designing blended learning environments for basic or tertiary education
- Cases studies and examples of blended learning
- Blended learning communities for teachers' professional development
- Design of blended courses
- Experiences of and lessons learned from implementing blended learning
- Meta-analysis of blended learning
- Design and development of interactive online learning environments for blended learning
- Social media for online and/or blended learning
Important Dates
Submission of manuscripts: 31 August, 2015
Notification to authors: 15 October, 2015
Final versions due: 15 November, 2015
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