Blended Learning in Higher Education: Framework, Principles, and Guidelines.

By S. Wainwright. 2011

1,600 citations recorded by the source corpus.

Subfields: Computer Science Applications, Education

View Paper: https://www.semanticscholar.org/paper/594fb1a8e3c105a3423a1a77a6877138902bfd42

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In Computer Science Applications

In Education

Citations in the corpus

The impact of perceived enjoyment, perceived reciprocal benefits and knowledge power on students' knowledge sharing through Facebook (2017, background): “…approach, which enables instructors to benefit from both traditional and digital domains (Loon et al., 2015), such as the use of e-learning tools (Garrison & Vaughan, 2008), simulation games and reflective learning (Lean, Moizer, & Newbery, 2014; Loon et al., 2015), and films (Lee & Lo, 2014),…”
Student perceptions and achievement in a university blended learning strategic initiative (2013, background): “…aremore likely to be perceived by students as just a formal requirement to complete the course rather than a valued component, although other researchers (e.g., Garrison & Vaughan, 2008) would argue that this will not occur if online discussions need to be properly structured and facilitated.”
Blended Learning in Higher Education: Three Different Design Approaches. (2014, methodology): “…academic research has proposed and discussed a number of blended learning design approaches (Boyle, Bradley, Chalk, Jones, & Pickard, 2003; Garrison & Vaughan, 2011; Hoic-Bozic, Mornar, & Boticki, 2009; Huang & Zhou, 2005; McCarthy, 2010; Newcombe, 2011), much less research has tried to…”
An examination of teachers’ strategies to foster student engagement in blended learning in higher education (2021, background): “…BL aims at “extending thinking and discourse over time and space” and is “specifically directed to enhancing [student] engagement” (Vaughan et al., 2013, p. 9) while leveraging digital technology opportunities in a learner-centered approach (Garrison & Vaughan, 2008; Taylor et al., 2018).”
Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students (2020, background): “Unlike traditional classes, in which lectures are followed by students’ homework, in flipped classroom, class activities are preceded by students’ homework (Adnan, 2017; Chen Hsieh, Wu, & Marek, 2017; Garrison & Vaughan, 2008; Karabulut-Ilgu, Jaramillo Cherrez, & Jahren, 2018; Tucker, 2012).”
What Do We Mean by Blended Learning? (2019, background): “It has been argued that the generic nature of the framework, and that it resonance well with both face-to-face and online learning, make it useful for understanding and designing blended learning (Garrison and Vaughan 2008).”
Comparing K-12 online and blended teaching competencies: a literature review (2018, background): “The affordances of OL discussion are discussed more robustly in higher education BL literature (Garrison & Kanuka, 2004; Garrison & Vaughan, 2008; Graham, 2006; Vaughan, Cleveland-Innes, & Garrison, 2013).”
A meta-analysis of blended learning and technology use in higher education: from the general to the applied (2014, background): “Guidelines from information search and retrieval for systematic reviews can be found in various publications.”
Facilitating flexible learning by replacing classroom time with an online learning environment : a systematic review of blended learning in higher education (2021, background): “…we assume a broad understanding of blended learning with a supplemental online environment, the integration of online components can lead to an increase in the workload compared with a traditional course, resulting in the so-called “ course and a half ” syndrome (Garrison & Vaughan, 2008, p. 202).”