Blended learning: Uncovering its transformative potential in higher education

By D. Randy Garrison, Heather Kanuka. Internet and Higher Education, 2004

4,462 citations recorded by the source corpus.

Subfields: Computer Science Applications, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e48831ea0df4730a033f7ee58d53214df7e91724

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In Computer Science Applications

In Education

In Social Psychology

Citations in the corpus

The impact of perceived enjoyment, perceived reciprocal benefits and knowledge power on students' knowledge sharing through Facebook (2017, background): “It is through this type of online community that Facebook users are able to maintain meaningful and dynamic educational experiences, exercise higher levels of thinking skills, and share knowledge (Garrison & Kanuka, 2004).”
Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning (2011, background): “Garrison and Kanuka (2004) also assert that blended learning is particularly effective to facilitate a community of inquiry by adding an important reflective element with multiple forms of communication to meet specific learning requirements.”
Online and Blended Communities of Inquiry: Exploring the Developmental and Perceptional Differences. (2009, result): “Overall, these findings provide support for the assertion of Garrison and Kanuka (2004) that the blended learning environment is particularly effective in supporting a community of inquiry.”
Mental Health Smartphone Apps: Review and Evidence-Based Recommendations for Future Developments (2016, positive): “For example, blended learning, which involves blending the use of technology with applied learning in the classroom [226,227], has been shown to deliver superior learning outcomes to traditional teaching methods [228,229].”
E-learning, M-learning and D-learning: Conceptual definition and comparative analysis (2018, background): “, 2013) Badging and gamification (Olsson et al., 2015; Gibson et al., 2015; Garrison and Kanuka, 2004) Multimedia (Laouris and Eteokleous, 2005; Sharma and Kitchens, 2004; Soualah-Alila et al.”
Will MOOCs transform learning and teaching in higher education? Engagement and course retention in online learning provision (2015, background): “While technological advances were setting the stage for the transformation of higher education, a deeper understanding of online learning was developing in the literature (eg, Garrison & Kanuka, 2004; Garrison, 2011; Al-Qahtani & Higgins, 2012).”
Blended Learning Environments (2005, background): “For blended learning to reach its full transformational potential, the primary goal should be rethinking and redesigning the teaching and learning relationship (i.e., improved pedagogy) with efficiency and convenience as possible secondary benefits (Garrison and Kanuta, 2004, p. 99).”
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…”
What Do We Mean by Blended Learning? (2019, background): “While much of the debate and theoretical development on what blended learning actually is peaked more than a decade ago (e.g., Driscoll 2002; Garrison and Kanuka 2004; Graham 2006; Oliver and Trigwell 2005), the interest in blended learning among researchers and practitioners has remained high.”
The effect of Chinese EFL students’ learning motivation on learning outcomes within a blended learning environment (2021, background): “…learning as a thoughtful integration of traditional classroom face-to-face instruction with computer technology-based learning, converging the strength of synchronous and asynchronous learning (Garrison & Kanuka, 2004; Shams, 2013; So & Brush, 2008; Vanslambrouck et al., 2018; Wichadee, 2017).”
Blended learning in higher education: Students' perceptions and their relation to outcomes (2011, background): “The current trend to complement face-to face (FTF) classes with web-based materials is known as “blended learning” (Garrison & Kanuka, 2004).”
The positive relationship between flipped and blended learning and student engagement, performance and satisfaction (2018, background): “However, traditional learning pedagogies sit uncomfortably with the connected and digital world of our students and are increasingly criticised for failing to: (1) engage students, (2) contribute to good learning outcomes and (3) contribute to student satisfaction (Garrison and Kanuka, 2004; Monash ”