Ending the divide between online learning and classroom instruction using a blended learning approach
Duan vander Westhuizen, Rand Afrikaans University, Johannesburg, South Africa ; Helen Krige, Rand Afrikaans University, South Africa
EdMedia + Innovate Learning, in Honolulu, Hawaii, USA ISBN 978-1-880094-48-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The use of cyberspace for teaching and learning has rapidly found its way into higher education institutions in South Africa. However, some surveys indicate a movement away from e-learning, and learner dissatisfaction with e-learning is widely reported. We propose that a blended approach may best suit the needs of both academics and learners, where some constituents of the instructional process are facilitated by and electronic environment, and other constituents are offered face-to-face. The blended approach promises the best of both worlds, offering the pedagogical benefits of online learning without the loss of the "human touch" of face-to-face contact. We identify and describe the constituents of the blended approach to teaching and learning. We then reflect on learner and lecturer experiences of selected blended-approach courses that were offered at the institution at undergraduate and post-graduate levels.
vander Westhuizen, D. & Krige, H. (2003). Ending the divide between online learning and classroom instruction using a blended learning approach. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2527-2528). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE).
© 2003 Association for the Advancement of Computing in Education (AACE)
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Identifying Effective Pedagogical Approaches for Online Workplace Training: A case study of the South African wood products manufacturing sector
Iain Macdonald, University of British Columbia; Mark Bullen, British Columbia Institute of Technology; Robert Kozak, University of British Columbia
The International Review of Research in Open and Distributed Learning Vol. 8, No. 3 (Dec 05, 2007)
Eileen Webb, Alan Jones & Philip Barker, School of Computing, University of Teesside, United Kingdom; Paul van Schaik, School of Social Sciences and Law, University of Teesside, United Kingdom
EdMedia + Innovate Learning 2004 (2004) pp. 2790–2796
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