Blended Learning Environments

By R. Osguthorpe, Charles R. Graham. Quarterly review of distance education, 2003

1,074 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6d713fbb33297e18937622f2fdf4d19c4ac4a231

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Citations in the corpus

A Study of Student's Perceptions in a Blended Learning Environment Based on Different Learning Styles (2008, methodology): “Osguthorpe and Graham (2003) stated that instructional objectives, many different personal learning styles and learning experiences, the condition of online resources and the experience of trainers play an important role designing an effective blended learning environment and to establish the…”
Blended Learning in Higher Education: Three Different Design Approaches. (2014, background): “Other definitions, that talk about “harmonious balance” (Osguthorpe & Graham, 2003, p. 229) or “thoughtful integration” (Garrison & Kanuka, 2004, p. 96) of face-to-face and online components, imply that the process of designing blended courses needs to involve a great deal of planning and…”
Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors (2008, background): “The framework suggested by Osguthorpe and Graham (2003) is a particularly useful example in demonstrating the application of a systemic approach in deciding what is blended learning and what are the goals of blending.”
Integrating collaborative PBL with blended learning to explore preservice teachers’ development of online learning communities (2010, methodology): “Again, these ﬁ ndings support the power of blended learning (Mortera-Gutiérrez, 2006) and the importance of ﬁ nding a harmonious balance between online and face-to-face interactions in using blended learning (Osguthorpe & Graham, 2003).”
Four key challenges to the design of blended learning: A systematic literature review (2017, background): “…approach, however, is seen as an effective approach for facilitating interaction (Ausburn, 2004; Rovai, 2003), as the face-to-face component brings learners (geographically) together and enables both verbal and non-verbal communication during certain parts of the course (Osguthorpe & Graham, 2003).”
The Effect of Blended Learning on Student's Learning Achievement and Science Process Skills in Plant Tissue Culture Course (2019, background): “Poon (2013) said blended learning facilitates improved learning outcomes, access flexibility, a sense of community, the effective use of resources, and student satisfaction.”
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): “BL combines traditional face-to-face learning and e-learning (Bonk and Graham, 2006; Garrison & Kanuka, 2004; Osguthorpe & Graham, 2003).”
The Impact of Blended Learning Model on Student Attitudes towards Geography Course and Their Critical Thinking Dispositions and Levels (2009, background): “As a reason for a teacher to prefer a blended instruction environment, Osguthorpe and Graham (2003) point out to some considerations such as educational richness, access to information, social communication, individual activity, cost-effectiveness, and easy correction.”