BLENDED LEARNING SYSTEMS: DEFINITION, CURRENT TRENDS, AND FUTURE DIRECTIONS

By Charles R. Graham. 2005

1,959 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9556b891a96398f692176bb9161bbdc2f446d2e5

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Citations in the corpus

Researching the community of inquiry framework: Review, issues, and future directions (2007, background): “While the conceptual grounding of the model suggests that it would be robust enough to explain effective learning outcomes in blended environments (Graham, 2006; Shea, 2007; Vaughan & Garrison, 2006), to date there is limited empirical research on these environments for supporting such a conclusion.”
What Do We Mean by Blended Learning? (2019, methodology): “Based on a literature review, the three most common types of blended learning were: combining instructional modalities (or delivery media), combining instructional methods and combining face-to-face and online instruction (Graham 2006).”
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).”
Student’s Responses on Learning in the Early COVID-19 Pandemic (2020, background): “It thus will potentially increase the effectiveness and efficiency of learning experiences (Garrison & Kanuka, 2004) with advanced technology (Graham, 2006; Ichsan et al., 2020).”
The effect of Chinese EFL students’ learning motivation on learning outcomes within a blended learning environment (2021, background): “…as a special teaching or learning model that supplements synchronous face-to-face instruction in the classroom with synchronous or asynchronous online learning supported by Internet technology (Garrison & Kanuka, 2004; Graham, 2012; He, 2004; Lim & Morris, 2009; Ma & Zhang, 2011; So & Brush, 2008).”
Blended learning: A dangerous idea? (2013, background): “Added value constructs (Graham, 2006) deal with elements such as enhancement, presence, access, reusability, transformation, replacement and process emphasis.”
Recommender Systems in Technology Enhanced Learning (2011, background): “Traditionally, distance learning was more related to self-paced learning and learning-materials interactions that typically occurred in an asynchronous way (Graham 2005).”
Four key challenges to the design of blended learning: A systematic literature review (2017, background): “…pedagogy (Graham, 2006; Joosten, Barth, Harness, & Weber, 2014), or enhanced cost-effectiveness (Graham, 2006), an often cited rationale for combining face-to-face with online instruction is increased flexibility for learners (Bonk, Kim, & Zeng, 2006; Graham, 2006; Graham, Allen, & Ure, 2005).”
The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature (2013, background): “Bonk and Graham (2005) described blended learning systems as a combination of face-toface instruction and computer-mediated instruction.”
How Many Ways Can We Define Online Learning? A Systematic Literature Review of Definitions of Online Learning (1988-2018) (2019, background): “● “In the higher education context, the phrase online learning is often interpreted as referencing courses that are offered completely online; however, there has been increasing use of blended approaches that combine online activities and face-to-face instruction over the past decade (Crawford et al”
Improving online social presence through asynchronous video (2012, background): “…the educational landscape, but the same separation that provides online students with accessibility, flexibility, and reflective interaction (Graham, 2006; Garrison, 1997; Rourke, Anderson, Garrison, & Archer, 2001) can also create a sense of isolation, making it particularly difficult for…”
Engaging online learners: The impact of Web-based learning technology on college student engagement (2010, unknown): “In Kuh and Hu (2001), the authors suggested a positive relationship between a student’s use of computers and other information technologies and self-reported gains in science and technology, vocational preparation, and intellectual development. Hu and Kuh (2001) also found that students attending mo”
Learning analytics should not promote one size fits all: The effects of instructional conditions in predicting academic success (2016, background): “All courses were offered as a blended learning approach (Graham, 2006), where face‐ to‐face instruction was complemented by online materials located in the institutional LMS ‐ Moodle.”
Learning Outcomes and Students' Perceptions of Online Writing: Simultaneous Implementation of a Forum, Blog, and Wiki in an EFL Blended Learning Setting. (2010, background): “The three classes followed the same blended learning course design (Graham, 2006) of weekly face-to-face instruction and out-of-class online writing activities.”
THE IMPACT OF A FLIPPED CLASSROOM MODEL OF LEARNING ON A LARGE UNDERGRADUATE STATISTICS CLASS (2018, background): “The flipped class is a blended learning system which combines face-to-face instruction and computer mediated instruction (Graham, 2006).”
Learner Engagement in Blended Learning Environments: A Conceptual Framework (2019, background): “…channels for interactivity—with asynchronous online discussions increasing flexibility and opportunity for reflection, and in-class interactions promoting spontaneity and human connection (Graham, 2006)—might result in “absolutely richer interaction” (Gedik, Kiraz, & Ozden, 2012, p. 108).”