Blended Learning in Higher Education: Framework, Priciples and Guidlines

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Flipping the classroom for English language learners to foster active learning (2015, background): “…as a pedagogical approach to blended learning in which the typical activities of classroom lectures followed by homework in traditional teaching procedures are reversed in order, and often supplemented or integrated with instructional videos (Garrison & Vaughan, 2008; Khan, 2012; Tucker, 2012).”
Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course (2015, result): “This supports other research findings that fully online learning is not the preference of students but a blended learning approach is (Allen& Seaman, 2013; Garrison & Vaughan, 2011; Rovai & Jordan, 2004).”
A time‐based blended learning model (2011, background): “Blended learning’s rapid growth is evident in the growth of books and journal articles dedicated to the topic (e.g., Bonk & Graham, 2006; Garrison & Vaughan, 2007; Picciano & Dziuban, 2007).”
Enhancing feedback in higher education: Students’ attitudes towards online and in-class formative assessment feedback models (2017, background): “Blended learning has also been referred to as an evolutionary transformation (Garrison and Vaughan, 2008) as a result of the increased accessibility of online systems in universities, and because it can offer stronger interaction with students in large classes through more flexible learning…”