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An Action Research Based Framework for Researching and Assessing Blended Learning
PROCEEDINGS

, University of Vienna, Austria

EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The recent technology flow into learning has significantly enriched the repertoire of teaching and learning processes. Presence and distance can be intertwined for mutual complementation. From our own experience in an academic environment we are convinced that a meaningful integration of e-learning elements with face-to-face meetings has the potential to improve the quality of learning. However, researching and assessing the benefits, values, and cost of blended learning design is a highly challenging issue. This is due to the high importance and complexity of the research question portrayed with the observation that no single research paradigm can deliver a solution. This paper suggests using conceptual models of teaching/learning scenarios as the source for an extended action research framework that integrates empirical studies. After presenting our framework we discuss initial experiences and results from its application in Person-Centered e-Learning, a blended learning approach built upon Person-Centered principles.

Citation

Motschnig-Pitrik, R. (2004). An Action Research Based Framework for Researching and Assessing Blended Learning. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3976-3981). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE). Retrieved March 29, 2020 from .

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