Quality in blended learning: Exploring the relationships between on-line and face-to-face teaching and learning

By Paul Ginns, Robert A. Ellis. Internet and Higher Education, 2007

447 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0f5a261925de5d3a4957e212ab67e3987a2d13e8

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In Education

Citations in the corpus

Research focus and methodological choices in studies into students' experiences of blended learning in higher education (2007, background): “Along the same lines, Ginns and Ellis (2007) explore the quality of the blended learning experiences of Veterinary Science students from two consecutive years.”
Learning analytics should not promote one size fits all: The effects of instructional conditions in predicting academic success (2016, background): “These factors are typically about educational experience and collected by self ‐ reports (Bliuc et al., 2010; Ginns & Ellis, 2007); and could be incorporated as covariates into models of academic success prediction.”
How learning in an inverted classroom influences cooperation, innovation and task orientation (2012, background): “…has shown that, for blended learning environments to be successful, it is important to structure the face-to-face and the online portions of the learning experience so that they coherently support one another to help students to achieve the learning goals for the course (Ginns and Ellis 2007).”
The impact of a flipped classroom design on learning performance in higher education: Looking for the best "blend" of lectures and guiding questions with feedback (2017, background): “Finally, several authors stress that BL can present a richer range of learning experiences and produce higher levels of student engagement due to its adoption of a range of delivery methods (Bliuc et al., 2007; Ginns & Ellis, 2007; Smyth et al., 2012).”