The Climb to the Blended Learning Peak

Research output: Chapter in Book/Report/Conference proceedingArticle in proceedingsResearchpeer-review

Abstract

In response to the common but often overlooked challenges faced by many teaching professionals when having to move from a face-to-face model of teaching and learning to blended learning (BL), the purpose of this paper is to present a series of research-based and practical guidelines to support educators facing this transition. Some of the key issues discussed are the need for an openness-to-change mindset, the importance of a meaningful integration between face-to-face and online elements and the need for a conscious choice of technology.
Original languageEnglish
Title of host publicationProceedings of the 18th European Conference on e-Learning, ECEL 2019
EditorsRikke Ørngreen, Mie Buhl, Bente Meyer
Number of pages3
Place of PublicationReading
PublisherAcademic Conferences and Publishing International
Publication date2019
Pages665-667
ISBN (Print)9781912764426
ISBN (Electronic)9781912764419
DOIs
Publication statusPublished - 2019
Event18th European Conference on e-Learning. ECEL 2019 - Aalborg University Copenhagen, Copenhagen, Denmark
Duration: 7 Nov 20198 Nov 2019
Conference number: 18
https://www.academic-conferences.org/conferences/ecel/ecel-future-and-past/

Conference

Conference18th European Conference on e-Learning. ECEL 2019
Number18
LocationAalborg University Copenhagen
CountryDenmark
CityCopenhagen
Period07/11/201908/11/2019
Internet address
SeriesProceedings of the European Conference on e-Learning
ISSN2048-8637

Bibliographical note

CBS Library does not have access to the material

Keywords

  • Blended learning
  • Constructive alignment
  • Curriculum design
  • SAMR model
  • Teaching presence
  • Technology

Cite this

Lopez, N. (2019). The Climb to the Blended Learning Peak. In R. Ørngreen, M. Buhl, & B. Meyer (Eds.), Proceedings of the 18th European Conference on e-Learning, ECEL 2019 (pp. 665-667). Academic Conferences and Publishing International. Proceedings of the European Conference on e-Learning https://doi.org/10.34190/EEL.19.034