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Blended learning in practice : a guide for practitioners and researchers / edited by Amanda G. Madden, Lauren Margulieux, Robert S. Kadel, and Ashok K. Goel ; foreword by Richard A. DeMillo.
Contributor(s): Madden, Amanda G [editor.] | Margulieux, Lauren [editor.] | Kadel, Robert S [editor.] | Goel, Ashok K [editor.].Material type: BookPublisher: Cambridge, MA : The MIT Press, 2019Description: xx, 390 pages : illustrations ; 24 cm.Content type: text Media type: unmediated Carrier type: volumeISBN: 9780262039475 (hardcover : alk. paper).Subject(s): Blended learning -- United States | Computer-assisted instruction -- United States | Flipped classrooms -- United States | Curriculum planning -- Education -- United States | Blended learning -- United States -- Case studies | Computer-assisted instruction -- United States -- Case studies | Flipped classrooms -- United States -- Case studies | Curriculum planning -- Education -- United States -- Case studiesDDC classification: 371.3 MAD
|Item type||Current location||Call number||Status||Date due||Barcode|
|Book||Indian Institute for Human Settlements, Bangalore On Display||371.3 MAD 013318 (Browse shelf)||Available||013318|
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|370.72 WIL 013576 School-based research : a guide for education students /||370.9072 BRA 013452 Comparative education research : approaches and methods /||370.954 KUM 013450 Political agenda of education : a study of colonialist and nationalist ideas /||371.3 MAD 013318 Blended learning in practice : a guide for practitioners and researchers /||371.62 BAR 013333 The impact of school infrastructure on learning : a synthesis of the evidence /||378.2 GUC 013222 Taking control of writing your thesis : a guide to get you to the end /||379.150973 HON 013451 New directions in education policy implementation : confronting complexity /|
Includes bibliographical references and index.
Introduction / Amanda G. Madden, Lauren Margulieux, Robert S. Kadel, and Ashok Goel -- Part I: New issues and approaches -- Three models for blending classes in a multi-section course / Bonnie Ferri, Joyelle Harris, and Aldo Ferri -- Preliminary evidence for the benefits of online education and blended -- Learning in a large artificial intelligence class / Ashok Goel -- Building purposeful online learning: outcomes from blending CS1301 / David Joyner -- An innovative, blended, project-based health informatics course / Mark L. Braunstein, James C. Cox, Vjollca Sadiraj, John F. Sweeney, Cheryl Hiddleson, Timothy G. Buchman, Mohammad M. Ghassemi, Shamim Nemati, Paula Braun, and Alyson B. Goodman -- Part II: Conducting research in blended courses -- Research methods in blended learning / Robert S. Kadel and Lauren Margulieux -- Student attitudes about teamwork in face-to-face and blended technical -- Communication classes / Rebecca E. Burnett, Olga Menagarishvili and Andy Frazee -- Analyzing quantitative and qualitative data for blended learning / Lauren Margulieux and Robert S. Kadel -- Blended dynamics: does size matter? / Donald R. Webster, Robert S. Kadel and Amanda G. Madden.
Part III: Course design case studies: solving common teaching issues -- Hybrid histories: blending a first-year composition course using -- Assasinâs Creed II / Amanda G. Madden -- Blended learning in a mid-level, required course with students from majors / Lauren Margulieux -- The problem-solving studio: an approach for structuring face-to-face -- learning activities in the flipped classroom / Joseph M. le Doux -- Global issues and leadership: Georgia Tech as a laboratory for the future of education / Joe Bankoff and Kenneth J. Knoespel -- Conclusion / Amanda G. Madden, Lauren Margulieux, Robert S. Kadel and Ashok Goel.
"Blended learning refers to environments that combine face-face instruction with technology-mediated instruction. The most common model is the 'flipped' classroom, where lectures are viewed online outside of class time, leaving more time for productive discussion, laboratory work, and problem solving. In other models, discussion time can be shifted to online platforms, or the syllabus can include a combination of synchronous and asynchronous learning modules. There is good evidence that the use of blended learning can result in greater mastery of content and metacognitive skills, as well enhancing student engagement and satisfaction. The Georgia Institute of Technology has been a leader in experimenting with various formats of blended learning courses. Supported by the research and development resources provided by the Center for 21st Century Universities, instructors have implemented blended learning models over a range of courses. This book brings together case studies that document the design and learning outcomes of blended learning courses at Georgia Tech. The focus on one institution allows the disparate subject matter and models to be seen against a consistent background of institutional support and analysis. This set of case studies provides teachers and instructional designers with a rich array of examples and models to use as inspiration for their own course design. The editors have also included chapters on researching and designing effective course assessments that can measure engagement and learning outcomes"--