DOCSLIB.ORG

Blended Learning Profiles of Emerging Models

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Blended Learning Profiles of Emerging Models The Rise of K–12 BLENDED LEARNING Profiles of emerging models By Heather Staker With contributions from Eric Chan, Matthew Clayton, Alex Hernandez, Michael B. Horn, and Katherine Mackey May 2011 NNOSIGHT NSTITUTE VISIT WWW.INNOSIGHTINSTITUTE.ORG TO ADD YOUR PROFILEApril 2011 | E-WP-003 ACKNOWLEDGEMENTS Multiple sources contributed to the profiles in this report. In particular, the authors would like to thank the following individuals and organizations for their time and expertise: Name Title Organization Website Alan Rudi Director of eLearning Fairmont Preparatory Academy http://www.fairmontschools.com Anthony Kim President Education Elements http://edelements.com Ben Daley Chief Operating Officer High Tech High http://www.hightechhigh.org Beth Purvis Executive Director Chicago International Charter http://www.chicagointl.org School Cathy Cavanaugh Associate Professor of Educational University of Florida http://florida.academia.edu/ Technology Chris Hartley Principal Six Rivers Charter High School http://www.nohum.k12.ca.us/srcs Clark Durant Founding Chairperson Cornerstone Schools http://www.cornerstoneschools.org David Couch Associate Commissioner of Kentucky Department of http://www.education.ky.gov/KDE Knowledge, Information and Data Education Services David Dwyer Katzman-Ernst Chair in Rossier School of Education, http://rossier.usc.edu/faculty/ Educational Entrepreneurship, University of Southern david_c_dwyer.html Technology and Innovation California David Haglund Director of Education Options Riverside Unified School http://www.rusd.k12.ca.us District David Meyer Director of Instructional School for Integrated http://www.siatech.org Technology and Learning Support Academics and Technologies (SIATech) Elliott Washor Co-founder and Co-director Big Picture Learning http://www.bigpicture.org Evo Popoff Senior Vice President, Achievement EdisonLearning http://edisonlearning.com Solutions Holly Brzycki Supervisor of Online Learning Capital Area Intermediate Unit http://www.caiu.org Ilene Lieber Communications Specialist Florida Virtual School http://www.flvs.net Jamey Fitzpatrick President and Chief Executive Michigan Virtual University http://www.mivu.org Officer Jan Keating Head of School EPGY Online High School http://epgy.stanford.edu/ohs Jay McPhail Director of Instructional Riverside Unified School http://www.rusd.k12.ca.us Technology and Career Technical District Education Jeff Hausman Founder and Executive Director Jesuit Virtual Learning http://www.jvla.org Academy Jeff Kwitowski Vice President, Public Affairs K12, Inc. http://www.k12.com Jeff Piontek Head of School and Chief Hawaii Technology Academy http://www.k12.com/hta Executive Officer Jeff Sandefer Head of Parents Council Acton Academy http://www.actonacademy.org Joel Rose Founder and former Chief New York City Department of http://schools.nyc.gov Executive Officer, School of One Education John Danner Chief Executive Officer Rocketship Education http://www.rsed.org John Helmholdt Director of Communications and Grand Rapids Public Schools http://grpublicschools.org Public Affairs John Murray Chief Executive Officer AdvancePath Academics, Inc. http://www.advancepath.com John Watson Founder Evergreen Education Group http://evergreenedgroup.com Jovana Knezevic Director of Communications EPGY Online High School http://epgy.stanford.edu/ohs Judith McGarry Vice President, Marketing and Rocketship Education http://www.rsed.edu Development ii | The Rise of K–12 Blended Learning NNOSIGHT NSTITUTE Judy Burton President and Chief Executive Alliance College-Ready Public http://www.laalliance.org Officer Schools Kathi Littman President City Prep Academies http://www.cityprepacademies.com Katie Salen Executive Director Institute of Play http://www.instituteofplay.org Kecia Ray Executive Director, Instructional Metropolitan Nashville Public http://www.mnps.org Technology Schools Kerry Jupina Vice President, LifeSkills Centers White Hat Management http://www.whitehatmgmt.com Kevin Hall President and Chief Executive Charter School Growth Fund http://www. Officer charterschoolgrowthfund.org Kevin Presley Director of Innovation School for Integrated http://www.siatech.org Academics and Technologies (SIATech) Kiley Whitaker KYVS Resource Management Kentucky Department of http://www.education.ky.gov/KDE Analyst Education Larry Rosenstock Chief Executive Officer High Tech High http://www.hightechhigh.org Laura Sandefer Head of School Acton Academy http://www.actonacademy.org Linda Dawson Superintendent and Chief Executive School for Integrated http://www.siatech.org Officer Academics and Technologies (SIATech) Lisa Gillis President and Chief Executive Integrated Educational http://fromvisiontoreality.org Officer Strategies, Inc. Louise Bay Waters Superintendent and Chief Executive Leadership Public Schools http://www.leadps.org Officer Lynn Black Head of School Hoosier Academies http://www.k12.com/ha Mark Kushner Executive Director (Flex Public Flex Public Schools; K12, Inc. http://www.k12.com/flex/ Schools); Vice President, School Partnerships (K12, Inc.) Matt Mervis Consultant Diploma Plus http://www.diplomaplus.net Melinda Maddox Director, Technology Initiatives Alabama State Department of http://www.alsde.edu Education Michael Kerr President KIPP Empower Academy http://www.kippla.org/empower Mickey Revenaugh Senior Vice President Connections Academy http://www.connectionsacademy. com Monica Lee Deputy to the Chief Executive Chicago Public Schools http://www.cps.edu Officer, Additional Learning Opportunities Nancy Mallison Grants Director Florida Virtual School http://www.flvs.net Patrick Haugh Director, Program Investments The Chicago Public Trust Fund http://www.thefundchicago.org Preston Smith Chief Accounting Officer Rocketship Education http://www.rsed.org Rick Ogston Executive Director Carpe Diem Collegiate High http://www.cdayuma.com School and Middle School Robert Sommers Chief Educational Design Officer Cornerstone Charter Schools www.cornerstonecharters.org and former Chief Executive Officer Robin Surland Director of Innovative Diploma Wichita Public Schools http://yesyoucan.learning2eschool. Programs com Ron Packard Chief Executive Officer K12, Inc. http://www.k12.com Sajan George Founder and Chief Executive Matchbox Learning http://www.matchboxlearning.com Officer Susan Patrick President International Association of http://www.inacol.org Online Learning Todd Yarch Principal VOISE Academy High School http://www.voiseacademy.org Tom Ryan Chief Information Officer Albuquerque Public Schools http://www.aps.edu Tom Vander Ark Chief Executive Officer Open Education Solutions http://www.openedsolutions.com NNOSIGHT The Rise of K–12 Blended Learning | iii NSTITUTE TABLE OF CONTENTS Introduction . 1 Definition of blended learning . 5 Blended-learning models . 7 Mapping of programs . 9 Forty profiles . 10 ACCESS Distance Learning ..............................................11 Acton Academy ........................................................15 AdvancePath Academics, Inc. .............................................19 Alliance College-Ready Public Schools ......................................23 Big Picture Learning ....................................................25 Brownsville Academy High School .........................................27 Capital Area Online Learning Association ...................................31 Carpe Diem Collegiate High School and Middle School ........................35 Chicago International Charter School ......................................38 Chicago Public Schools ..................................................42 City Prep Academies ....................................................45 Connections Academy ..................................................49 Cornerstone Health High School ..........................................52 eCADEMY ...........................................................56 EdisonLearning ........................................................60 EPGY Online High School ...............................................64 Fairmont Preparatory Academy ............................................68 Flex Public Schools .....................................................71 Florida Virtual School ...................................................75 Grand Rapids Public Schools .............................................79 Hawaii Technology Academy .............................................84 High Tech High .......................................................87 Hoosier Academies .....................................................91 Jesuit Virtual Learning Academy ...........................................94 Kentucky Department of Education .......................................100 iv | The Rise of K–12 Blended Learning NNOSIGHT NSTITUTE KIPP LA ............................................................105 Leadership Public Schools ...............................................108 Matchbox Learning, LLC ...............................................111 Metropolitan Nashville Virtual Learning ...................................115 Michigan Virtual School ................................................119 Quest to Learn .......................................................123 Riverside Virtual School ................................................127 Rocketship Education ..................................................131 School for Integrated Academies and Technologies, Inc. (SIATech) ...............134 School of One ........................................................139 Six Rivers
Load more

Recommended publications
  • The Other 17 Hours: Valuing Out-Of- Article 13 School Time
    Occasional Paper Series Volume 2013 Number 30 The Other 17 Hours: Valuing Out-of- Article 13 School Time October 2013 The Other 17 Hours: Valuing Out-of-School Time Follow this and additional works at: https://educate.bankstreet.edu/occasional-paper-series Part of the Community-Based Learning Commons, Educational Assessment, Evaluation, and Research Commons, Other Education Commons, Outdoor Education Commons, and the Place and Environment Commons Recommended Citation (2013). The Other 17 Hours: Valuing Out-of-School Time. Occasional Paper Series, 2013 (30). Retrieved from https://educate.bankstreet.edu/occasional-paper-series/vol2013/iss30/13 This Full Issue is brought to you for free and open access by Educate. It has been accepted for inclusion in Occasional Paper Series by an authorized editor of Educate. For more information, please contact [email protected]. Occasional Papers 30 The Other 17 Hours: Valuing Out-of-School Time Table of Contents Introduction by Jennifer Teitle, Guest Editor 3 Out-of-School, at Home What (and Where) Is the “Learning” When We Talk About Learning in the Home? 5 Global Childhoods, Asian Lifeworlds: After School Time in Hong Kong 23 Becoming-Belieber: Girls' Passionate Encounters with Bieber Culture 36 A Girl and Her Room 42 Out-of-School Programs Building After-School Islands of Expertise in “Wrestling Club” 43 Mapping the Social Across Lived Experiences: Relational Geographies and After-School Time 56 Changing Through Laughter with “Laughter for a Change” 70 Enhanced Participation: Creating Opportunities for Youth Leadership Development 95 Witnessing the Power of El Sistema in Urban Communities: Sister Cities Girlchoir 110 Out-of-School Hangouts Playing Outdoors: The Importance of the City as a Playground for Skateboarding and Parkour 121 2 | Occasional Papers 30 bankstreet.edu/op Introduction by Jennifer Teitle, Guest Editor At 14, hanging out in a public library, I was an amateur philosopher, poet, and artist.
    [Show full text]
  • 1 Blended Learning: a New Hybrid Teaching
    ISSN: 2456-8104 JRSP-ELT, Issue 13, Vol. 3, 2019, www.jrspelt.com Blended Learning: A New Hybrid Teaching Methodology Prof. V. Chandra Sekhar Rao ([email protected] ) Professor of English, Sagar Group of Institutions, Hyderabad, India ______________________________________________________________________________ Abstract 1 Blended Learning is an approach that provides innovative educational solutions through an effective mix of traditional classroom teaching with mobile learning and online activities for teachers, trainers and students. The concept of blended learning is rooted in the idea that learning is not just a one-time event—learning is a continuous process. Blending provides various benefits over using any single learning delivery medium alone- Singh (2003). According to Friesen and Norm (2012), Blended learning is a formal education program in which a student learns at least in part through delivery of content and instruction via digital and online media with some element of student control over time, place, path, or pace. Keywords: Blended Learning, Educational Technology, Teaching Methodology Introduction In the teaching/learning process, Educators are persistently striving to discover latest and innovative methods or approaches to their students. In this process Blended Learning is one of the newest concepts being adopted. Currently, the educational system, which is in a position to meet the challenges of expansion and for catering the needs of individuals, is trying to adopt new technologies and exploring new paths to reach the goal of quality educational opportunities for all. The term, Blended Learning is increasingly used to describe the way e-learning, combining with traditional classroom methods and independent study to create a new, hybrid teaching methodology.
    [Show full text]
  • Blended Learning for Sustainable Education: Moodle-Based English for Specific Purposes Teaching at Kryvyi Rih National University
    E3S Web of Conferences 166, 10006 (2020) https://doi.org/10.1051/e3sconf/202016610006 ICSF 2020 Blended learning for sustainable education: Moodle-based English for Specific Purposes teaching at Kryvyi Rih National University Nadiya Holiver, Tetiana Kurbatova*, and Iryna Bondar Kryvyi Rih National University, 11 Vitalii Matusevych Str., Kryvyi Rih, 50027, Ukraine Abstract. The article deals with the experience of implementing Information Communication Technologies (ICT) into ESP (English for Specific Purposes) teaching and learning. Informatization and application of innovations in education has resulted in emergence of e-learning. While Moodle is one of the most popular Learning Management Systems (LMS) and it enables and facilitates the shift to the student-centered education, the article highlights its implementation and adjustment to the specific nature of teaching and learning languages for specific purposes at Kryvyi Rih National University. The article touches upon reasons for applying Moodle to language teaching/learning and its advantages as a complement to the traditional face-to-face, or classroom, mode, thus combining them into what is referred to as blended learning, or b-learning. Both the teachers and learners interviewed demonstrated positive attitudes to using the platform in their practices. Besides, the article touches upon Moodle-based opportunities of managing the content and monitoring students’ activities both in general and by individual courses. As Moodle is a web-based distance education platform not initially developed for language learning, the article invites discussion on advantages and disadvantages of its application to teaching/learning foreign languages and finding out which factors may allow language teachers and learners to boost its use and reach the set goals.
    [Show full text]
  • Concept Note Blended Mode of Teaching and Learning
    Blended Mode of Teaching and Learning: Concept Note University Grants Commission New Delhi Index Chapters Page No 1. Background 1 1.1 Introduction 1.2 Need for Flexibility to Students / Student Centricity 2. Blended Learning: Theoretical Background 4 2.1 Introduction 2.2 Role of Teachers in BL Environment 2.3 Role of Learners in BL Environment 2.4 BL Structures in Education 2.5 Scenarios in BL 3. ICT Tools & Initiatives 12 3.1 OER : NMEICT, NPTEL, ePG, NDL 3.2 Swayam, MOOCs as Resources 3.3 Platforms: Learning and Evaluation: LMS 3.4 Other Innovative Initiatives 3.5 ICT Tools for Collaboration and User-generated content 4. Implementation of BL 18 4.1 Introduction 4.2 Pedagogies for F2F and Online Mode 4.3 Project-based Learning and Project Management platforms 4.4 Technology Infrastructure for Implementation 5. Assessment and Evaluation 26 5.1 Continuous Comprehensive Evaluation 5.2 Innovative trends in Evaluation and Assessment 6. Suggested Framework for BL 29 6.1 Background 6.2 BL Learning Environments 6.3 IPSIT: Indian Framework for BL 6.4 Essential Technology and Resources for IPSIT 6.5 Essential Pedagogy for IPSIT 6.6 Conclusion References 43 Appendix A 44 List of Online Study Material/Resources in Open Access Appendix B Template for Detailed Course Planning in Blended Learning Mode 46 Chapter I Background 1.1 Introduction It is an instructional methodology, a teaching and learning approach that combines face- to-face classroom methods with computer mediated activities to deliver instruction. This pedagogical approach means a mixture of face-to-face and online activities and the integration of synchronous and asynchronous learning tools, thus providing an optimal possibility for the arrangement of effective learning processes.
    [Show full text]
  • E-Learning Objects in the Cloud: SCORM Compliance, Creation and Deployment Options
    Knowledge Management & E-Learning, Vol.9, No.4. Dec 2017 e-Learning objects in the cloud: SCORM compliance, creation and deployment options Stephanie Day Emre Erturk Eastern Institute of Technology, Napier, New Zealand Knowledge Management & E-Learning: An International Journal (KM&EL) ISSN 2073-7904 Recommended citation: Day, S., & Erturk, E. (2017). e-Learning objects in the cloud: SCORM compliance, creation and deployment options. Knowledge Management & E-Learning, 9(4), 449–467. Knowledge Management & E-Learning, 9(4), 449–467 e-Learning objects in the cloud: SCORM compliance, creation and deployment options Stephanie Day School of Computing Eastern Institute of Technology, Napier, New Zealand E-mail: [email protected] Emre Erturk* School of Computing Eastern Institute of Technology, Napier, New Zealand E-mail: [email protected] *Corresponding author Abstract: In the field of education, cloud computing is changing the way learning is delivered and experienced, by providing software, storage, teaching resources, artefacts, and knowledge that can be shared by educators on a global scale. In this paper, the first objective is to understand the general trends in educational use of the cloud, particularly the provision of large scale education opportunities, use of open and free services, and interoperability of learning objects. A review of current literature reveals the opportunities and issues around managing learning and teaching related knowledge in the cloud. The educational use of the cloud will continue to grow as the services, pedagogies, personalization, and standardization of learning are refined and adopted. Secondly, the paper presents an example of how the cloud can support learning opportunities using SCORM interoperable learning objects.
    [Show full text]
  • Building a Virtual Learning Environment to Foster Blended Learning Experiences in an Institute of Application in Brazil
    Open Praxis, vol. 9 issue 1, January–March 2017, pp. 109–120 (ISSN 2304-070X) Building a Virtual Learning Environment to Foster Blended Learning Experiences in an Institute of Application in Brazil Andrea da Silva Marques Ribeiro , Esequiel Rodrigues Oliveira & Rodrigo Fortes Mello Universidade do Estado do Rio de Janeiro - State University of Rio de Janeiro (Brazil) [email protected], [email protected] & [email protected] Abstract Blended learning, the combination of face-to-face teaching with a virtual learning environment (VLE), is the theme of this study that aims at describing and analyzing the implementation of a VLE in the Institute of Application Fernando Rodrigues da Silveira, an academic unit of the State University of Rio de Janeiro. This study’s main contribution is to reflect on the complexity of the institute that comprises schooling for basic education students and teacher education, from elementary school to postgraduate education. The wide scope of the institute encompasses face-to-face and non-presential activities, in different proportions, depending on the educational segment. Thus, starting from the assumption that blended learning teaching processes foment more student-centered educational models and facilitate interactions between individuals, a collaborative way was chosen as the VLE development method, contributing to pedagogical practices that favor meaningful learning. The VLE design was developed to meet the different needs and demands of the different educational segments. Currently there are 295 registered users. However, there are no registered basic education students so far. This can be justified by the fact that the VLE is relatively new to the community, and the participation of basic education students in the VLE depends on their teachers’ enrolment and use of the VLE itself.
    [Show full text]
  • Virtual Learning Environment Blended Learning Enviornment
    The Dollarway School District is diligently working to ensure that our staff and students have a safe and enriching educational experience for the 2020-2021 school year. We continue to closely monitor all guidance from the Arkansas Department of Health and the Division of Elementary and Secondary Education. While there is still much uncertainty related to the COVID-19 pandemic situation, we (staff and students) are planning to return to school on August 25th. Changing back and forth between instructional delivery systems can be difficult for students, and is discouraged. To make a change, families will need to communicate with the building counselor and follow the procedures for changing their student’s placement. Blended Learning Enviornment Virtual Learning Environment (On-site) (Online) Location Location ● On-site assigned campus ● Students remain a part of their assigned campus but participate virtually Teacher Teacher ● Dollarway School District Teachers ● Dollarway School District Teachers Student Expectations Student Expectations ● Engage appropriately in learning ● Attend school daily ● Demonstrate satisfactory progress in meeting ● Follow social distancing guidelines learning goals ● Participate in blended learning using Edgenuity ● Access digital content and assignments through Learning Management System Edgenuity Learning Management System ● Complete formative and summative assessments ● Complete online formative and summative ● Transition to virtual learning when required by the assessments as required. Dollarway School District (DSD), AR Department of ● Complete all assignments and assessments by due Health (ADH), Center for Disease Control (CDC), and dates. the AR Division of Elementary and Secondary ● While virtual students will have some flexibility to Education (DESE). work at their own pace within specific parameters, ● Wear a face-covering or mask covering the nose and they must ensure they stay on track to complete all mouth (see”How to Safely Wear and Take Off a assignments by the end of the semester.
    [Show full text]
  • Moodle-Enabled Blended Learning Implementation at RGUKT: a Facilitator’S Perspective
    This work is licensed under a Creative Commons Attribution 4.0 International License. Moodle-enabled Blended Learning Implementation at RGUKT: A Facilitator’s Perspective Dr. Indira Koneru Faculty Member, eLearning Icfai Business School E-mail: [email protected] [email protected] Indian eLearning Scenario – Need for an LMS MHRD policy initiatives and Regulatory & Accreditation Bodies’ regulations and frameworks insist HEIs on: Integrating technology with higher education for effective teaching-learning process and making learning individualized and dynamic Familiarizing teachers with a Learning Management System (LMS) Providing additional learning resources, creating and delivering 'e-Learning Material' (eLM) through an LMS Meaningfully integrating 'e-Learning Material' (eLM) with an LMS Using an efficient LMS to keep track of learner's engagement, assessment and results Engaging students through an LMS in active learning and learning activities that address a variety of learning styles and preferences Enabling LMS with facility of analytical tools, other advanced tools 11/30/2018 2 eLearning Implementation Challenges ▪ Inadequate Infrastructure ▪ Lack of Institutional / stakeholders readiness ▪ No policy initiatives and strategies ▪ Lack of support from key players ▪ Lack of awareness of Open Source Technologies ▪ Fewer technologically skilled and pedagogically sound teachers ▪ Low digital literacy ▪ Fewer eLearning support staff 11/30/2018 3 TEL Initiative ▪ COL Technology-Enabled Learning (TEL) focuses on “Policy-Technology-
    [Show full text]
  • ANNUAL REPORT Table of Contents
    2017 ANNUAL REPORT Table of Contents A New Approach to Personalized Learning 5-6 School-based Learning Models 7-9 Our Team and Leadership 10-11 Key Accomplishments 12 Partner Spotlights 13 2016-17 School Partners Map 14-15 Content Partners 16-17 Year 5 Results 18 Our Funding Partners 19 Appendix 20 Appendix A: 2016-17 New Classrooms Regional Enrollment 21 Appendix B: School Data Sheets 21-56 Appendix C: NWEA Norms for 2011 and 2015 57 Appendix D: Audited FY17 Financials 58 2 3 A New Approach to Personalized Learning Dear Friends and Supporters, Who We Are Solving a Core Problem students to be ready, we have to think about what skills they need no In June 2011 we launched New Our work is grounded in the belief matter their age or assigned grade We celebrate and reflect on our fifth year of helping schools Classrooms Innovation Partners as that the traditional school model level. That’s a major driver behind deliver student-centered learning models for the benefit of every a 501(c)(3) to personalize learning by makes it nearly impossible for TTO’s growth to high schools, which redesigning how a classroom works teachers to meet each student’s you can read about in greater depth student, every day. Teach to One: Math (TTO), our first school- – from the use of technology, time, unique needs. With one teacher, in this report. based model, served students in 40 schools this year. and physical space to the instruction a set of textbooks, and 30 or and content that engages each so same-aged students in an TTO is just one of what we hope to students.
    [Show full text]
  • Blended Learning: the New Normal and Emerging Technologies Charles Dziuban1, Charles R
    Dziuban et al. International Journal of Educational Technology in Higher Education (2018) 15:3 DOI 10.1186/s41239-017-0087-5 RESEARCH ARTICLE Open Access Blended learning: the new normal and emerging technologies Charles Dziuban1, Charles R. Graham2, Patsy D. Moskal1* , Anders Norberg3 and Nicole Sicilia1 * Correspondence: [email protected] Abstract 1University of Central Florida, Orlando, Florida, USA This study addressed several outcomes, implications, and possible future directions Full list of author information is for blended learning (BL) in higher education in a world where information available at the end of the article communication technologies (ICTs) increasingly communicate with each other. In considering effectiveness, the authors contend that BL coalesces around access, success, and students’ perception of their learning environments. Success and withdrawal rates for face-to-face and online courses are compared to those for BL as they interact with minority status. Investigation of student perception about course excellence revealed the existence of robust if-then decision rules for determining how students evaluate their educational experiences. Those rules were independent of course modality, perceived content relevance, and expected grade. The authors conclude that although blended learning preceded modern instructional technologies, its evolution will be inextricably bound to contemporary information communication technologies that are approximating some aspects of human thought processes. Keywords: Blended learning, Higher education, Student success, Student perception of instruction, New normal Introduction Blended learning and research issues Blended learning (BL), or the integration of face-to-face and online instruction (Gra- ham 2013), is widely adopted across higher education with some scholars referring to it as the “new traditional model” (Ross and Gage 2006, p.
    [Show full text]
  • Guide to Blended Learning
    GUIDE TO BLENDED LEARNING Guide to BLENDED LEARNING Guide to Blended Learning Martha Cleveland-Innes with Dan Wilton Athabasca University, Canada The Commonwealth of Learning (COL) is an intergovernmental organisation created by Commonwealth Heads of Government to promote the development and sharing of open learning and distance education knowledge, resources and technologies. Commonwealth of Learning, 2018. © 2018 by the Commonwealth of Learning. Guide to Blended Learning is made available under a Creative Commons Attribution-ShareAlike 4.0 Licence (international): http://creativecommons.org/licences/by-sa/4.0. For the avoidance of doubt, by applying this licence the Commonwealth of Learning does not waive any privileges or immunities from claims that it may be entitled to assert, nor does the Commonwealth of Learning submit itself to the jurisdiction, courts, legal processes or laws of any jurisdiction. The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of COL concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The ideas and opinions expressed in this publication are those of the authors; they are not necessarily those of COL and do not commit the organisation. All products and services mentioned are owned by their respective copyright holders, and mere presentation in the publication does not mean endorsement by COL. ISBN 978-1-894975-94-0 Guide to Blended Learning Concept, Planning and Editing: Sanjaya Mishra Authors: Martha Cleveland-Innes with support from Dan Wilton Critical Readers: D.
    [Show full text]
  • Effectiveness of Student Engagement Using Learning Management System in the Blended Learning Environment at Saudi Electronic University Yousef Almoslamani
    University of Northern Colorado Scholarship & Creative Works @ Digital UNC Dissertations Student Research 5-2018 Effectiveness of Student Engagement Using Learning Management System in the Blended Learning Environment at Saudi Electronic University Yousef Almoslamani Follow this and additional works at: https://digscholarship.unco.edu/dissertations Recommended Citation Almoslamani, Yousef, "Effectiveness of Student Engagement Using Learning Management System in the Blended Learning Environment at Saudi Electronic University" (2018). Dissertations. 484. https://digscholarship.unco.edu/dissertations/484 This Text is brought to you for free and open access by the Student Research at Scholarship & Creative Works @ Digital UNC. It has been accepted for inclusion in Dissertations by an authorized administrator of Scholarship & Creative Works @ Digital UNC. For more information, please contact [email protected]. UNIVERSITY OF NORTHERN COLORADO Greeley, Colorado The Graduate School EFFECTIVENESS OF STUDENT ENGAGEMENT USING LEARNING MANAGEMENT SYSTEM IN THE BLENDED LEARNING ENVIRONMENT AT SAUDI ELECTRONIC UNIVERSITY A Dissertation Submitted in Partial Fulfillment of the Requirements of the Degree of Doctor of Philosophy Yousef Almoslamani College of Education and Behavioral Sciences Department of Educational Technology May 2018 This Dissertation by: Yousef Almoslamani Entitled: Effectiveness of Student Engagement Using Learning Management System in the Blended Learning Environment at Saudi Electronic University has been approved as meeting the
    [Show full text]