Handbook of Educational Reform Through Blended Learning.

• Author: Li, Ming.
• TeilnehmendeR: Han, Xibin.; Cheng, Jiangang.
• Place / Publishing House: Singapore : : Springer,, 2023.; ©2024.
• Bliain Foilsithe: 2023
• Eagrán: 1st ed.
• Teanga: English
• Cur Síos Fisiciúil: 1 online resource (427 pages)

Table of Contents

• Intro
• Preface
• Contents
• Contributors
• 1 Theoretical Foundations for Blended Learning
• 1.1 The Concept of Blended Learning
• 1.2 The Rationale for the Emergence and Development of Blended Learning
• 1.2.1 Psychological Rationale
• 1.2.2 Pedagogical Rationale
• 1.3 The Theoretical Basis of Blended Learning
• 1.3.1 Systems Theory and the Guidance for Blended Learning
• 1.3.2 Educational Communication Theory and Its Implications for Blended Learning
• 1.3.3 Learning Theories and Their Guidance on Blended Learning
• 1.3.4 Curriculum Theory and Blended Learning
• 1.3.5 Instructional Theory and Blended Learning
• 1.4 Models of Blended Learning
• 1.4.1 Cognitive Apprenticeship Instruction
• 1.4.2 Resources-Based Learning
• 1.4.3 Project-Based Learning
• 1.4.4 Problem-Based Learning
• 1.4.5 Distributed Learning
• 1.4.6 Random Access Learning
• 1.4.7 Flipped Classroom
• 1.5 Blended Learning Models and Blended Learning Practice Models
• 1.5.1 Blended Learning Design Model
• 1.5.2 Blended Learning Practice Models
• References
• 2 Implementation of Blended Learning at the Course Level
• 2.1 Core Components of Blended Learning and Related Relationships
• 2.1.1 Definitions of the Core Components
• 2.1.2 Relationships Among the Components
• 2.2 Analysis
• 2.2.1 Task Analysis
• 2.2.2 Learner Analysis
• 2.2.3 Contextual Analysis
• 2.3 Design
• 2.3.1 Learning Goals
• 2.3.2 Learning Units
• 2.3.3 Unit Objectives
• 2.3.4 Learning Content and Media
• 2.4 Development, Implementation and Evaluation
• 2.4.1 Course Activities
• 2.4.2 Unit Activities
• 2.4.3 Evaluation
• 2.4.4 Evaluation on Implementation of Blended Learning
• 2.5 Suggestions for Implementing Blended Learning for Different Modes
• 2.5.1 Implementation of Blended Learning for Different Learning Objectives.
• 2.5.2 Implementing Blended Learning for Different Time and Space
• 2.5.3 Implementing Blended Teaching for Different Learning Environments
• References
• 3 Development of Academic Programs in the Digital Age: Practice from China
• 3.1 Key Definitions and Overview of the Chinese Higher Education System
• 3.1.1 The Role of the Academic Program
• 3.1.2 Interdisciplinary Revolution in the Digital Age
• 3.1.3 Overview of the Chinese Higher Education System
• 3.2 China's Academic Program Reform in the Digital Age
• 3.2.1 From Specialist to Interdisciplinary Talents
• 3.2.2 From Independent to Collaborative Higher Education
• 3.3 General Strategies for Systemic Reconstruction of Academic Programs
• 3.3.1 Trends in Higher Education Program Development
• 3.3.2 Summary of Actionable Strategy Suggestions
• References
• 4 Implementation of Blended Learning at the Institutional Level
• 4.1 Frameworks for Implementing Blended Learning in Institutions
• 4.1.1 A Framework for Institutions to Implement Blended Learning
• 4.1.2 A Framework for Stakeholders to Implement Blended Learning in Institutions
• 4.2 Main Components for Implementing Blended Learning in Institutions
• 4.2.1 Setting Goals and Developing Action Plans
• 4.2.2 Setting up an Organizational Structure
• 4.2.3 Issuing Policies and Standards
• 4.2.4 Creating a Cultural Atmosphere
• 4.2.5 Building a Technical Support Environment
• 4.3 Strategies for Institutions to Implement Blended Learning
• 4.3.1 The Focal Point for Institutional Efforts in the Implementation of Blended Learning
• 4.3.2 Strategies Adopted by Institutions to Implement Blended Learning
• 4.4 Evaluation of Institutional Blended Learning Implementation
• 4.4.1 A Self-evaluation Framework for Implementation of Blended Learning in Higher Education Institutions.
• 4.4.2 UNESCO Self-assessment Tool for Implementation of Blended Learning in Higher Education Institutions
• 4.4.3 A Quantitative Assessment Framework for Implementation of Blended Learning Based on Online Behaviors of Teachers
• References
• 5 Supporting Students and Instructors in Blended Learning
• 5.1 Overview
• 5.1.1 Fundamental Principles of Building Support System for Blended Learning
• 5.1.2 The Core Elements of the Blended Learning Support System
• 5.2 Supporting Students in Blended Learning
• 5.2.1 Guidance and Preparation
• 5.2.2 Diagnosis and Guidance
• 5.2.3 Monitoring and Intervention
• 5.2.4 Evaluation and Feedback
• 5.3 Supporting Instructors in Blended Learning
• 5.3.1 Training Support
• 5.3.2 Support for Pedagogy
• 5.3.3 Incentive Policy Support
• 5.3.4 Course Evaluation Support
• References
• 7 Trends of Future Development
• 7.1 Space for Blended Learning
• 7.1.1 Blended Learning Space
• 7.1.2 Affordances of Technologies for the Design of Blended Learning Space
• 7.1.3 The Future of Blended Learning Spaces
• 7.1.4 The Impact of the Development of Learning Spaces on Blended Learning
• 7.2 Open Educational Resources: Important Learning Resources for Promoting Blended Learning
• 7.2.1 Types of Open Educational Resources
• 7.2.2 Future Direction of OERs
• 7.2.3 Strategies for Promoting OERs
• 7.3 Ubiquitous Learning to Support Blended Learning
• 7.3.1 The Basic Idea of Ubiquitous Learning
• 7.3.2 Strategies for Promoting Ubiquitous Learning
• 7.3.3 The Trend of Future Development of Ubiquitous Learning
• 7.4 Rethinking Education and Building Educational Ecosystem
• 7.4.1 Knowledge: From Elaborative Symbolic Information to Human Intelligence of the Whole Society
• 7.4.2 Learning Theory: Learning is a Process of Connecting Specialized Nodes and Information Sources.
• 7.4.3 Education Systems: From Linear to Open and Complex Dynamic Systems
• 7.4.4 New Forms of Education: Future Schools and Beyond
• 7.4.5 Learning System: Building a Flexible Lifelong Learning System
• References
• Appendix Glossary of Terms
• 6 Typical Practical Cases in Blended Learning
• 6.1 Introduction to Blended Learning Exemplars
• 6.1.1 Function and Value of Exemplars in Blended Learning
• 6.1.2 How to Use the Blended Learning Exemplars
• 6.1.3 Content Structure of the Exemplars
• 6.2 Case 1: Blended Learning in a Public Elective Course: Innovative Thinking Training
• 6.3 Case 2: Promote the Reconstruction and Practice of an Undergraduate Training System with the Help of Information Technology
• 6.4 Case 3: Systematically Promote Educational Reform via Blended Learning in Vocational Education Institutions
• 6.5 Case 4: Fiji: A University's Immediate Response Strategies for Learning and Teaching Amidst COVID-19 Crisis
• 6.6 Case 5: Indonesia: Online Learning Development in Higher Education
• 6.7 Case 6: Malaysia: The Alignment of Digitalisation and Management Strategies to Enhance the Use of ICT-Driven Teaching and Learning Innovations in the Higher Education Ecosystem
• 6.8 Case 7: Morocco: The Role of Smart Digital Platforms in Supporting Remote Practical Works in the Light of the Spread of the COVID-19 Crisis
• 6.9 Case 8: Mongolia: Development of the Open Education Center Towards Accelerated Digital Transformation in Mongolian Higher Education Sector
• 6.10 Case 9: Nepal: Enhancing Capacity of the Faculty Members for Online Teaching During the Pandemic in Tribhuvan University
• 6.11 Case 10 NIGERIA: Public-Private Partnership in ICT Capacity Building-The ABU Zaria-Huawei Academy Experience.
• 6.12 Case 11: Pakistan: Measuring the Effectiveness of National OBTL Guidelines and Their Impact on Female Faculty During Covid-19 Lock Down
• 6.13 Case 12: Peru: Design and Implementation Process of Online Teaching and Learning to Ensure Continuity and University Education Quality at Pontificia Universidad Católica del Perú
• 6.14 Case 13: Papua New Guinea: COVID-19 Pandemic and the Abrupt Pivot to Online and Blended Learning at Papua New Guinea University of Technology
• 6.15 Case 14: The Right Time to Receive a Helping Hand: A Story of Blended Learning Practices at the University of Colombo
• 6.16 Case 15: The Philippines: Post-COVID Educational Innovations from Practices and Challenges of Teacher Education Institutions During the Pandemic
• References
• Correction to: Typical Practical Cases in Blended Learning
• Correction to: Chapter 6 in: M. Li et al. (eds.), Handbook of Educational Reform Through Blended Learning, https://doi.org/10.1007/978-981-99-6269-3_6.