Empowering Learners through Blended Learning
Ron Owston, York University, Canada
International Journal on E-Learning Volume 17, Number 1, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Blended learning appears to facilitate learner empowerment more readily than either face-to-face or fully online courses. This contention is supported by a review of literature on the affordances of blended learning that support Thomas and Velthouse’s (1990) four conditions of empowerment: choice, meaningfulness, competence, and impact. Blended learning offers students choice and flexibility about when and where they can participate in the online portion of their course. The approach also appears to be consistent with their preferred method of learning as satisfaction tends to be higher than in fully online or face-to-face courses. Self-efficacy is typically stronger in blended courses compared to the other two instructional modes. Lastly, students in blended courses tend to perform better than their peers in fully online or face-to-face courses, hence have a greater sense of succeeding. Recommendations on blended course design to enhance learner empowerment are presented.
Owston, R. (2018). Empowering Learners through Blended Learning. International Journal on E-Learning, 17(1), 65-83. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2018 Association for the Advancement of Computing in Education (AACE)
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Content Analyses of Asynchronous Discussions in Online and Blended Course Sections: Completing Phase 2 of Our Study
Gayle V. Davidson-Shivers, Angela Doucet Rand & Suriya "Em" Thongsawat, University of South Alabama, United States
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1846–1855
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