Background
“Educational Technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.” Januszewski and Molenda (2008).
The convergence of technology and education has been happening for roughly a hundred years. With each innovation the traditional classifications of distance and on-campus courses are blurring and blended educational opportunities and becoming more feasible.
This educational technology investigation centers on the AECT domain of management in the sense of managing the creation of an institutional vision for blended learning, putting support structures in place to successfully deploy blended learning and forming an environment where faculty and instructional designers can create and use media and other forms of technology-enabled learning to better assist students. What does an institution need to do to create an environment to successfully implement a blended learning initiative?
The convergence of technology and education has been happening for roughly a hundred years. With each innovation the traditional classifications of distance and on-campus courses are blurring and blended educational opportunities and becoming more feasible.
This educational technology investigation centers on the AECT domain of management in the sense of managing the creation of an institutional vision for blended learning, putting support structures in place to successfully deploy blended learning and forming an environment where faculty and instructional designers can create and use media and other forms of technology-enabled learning to better assist students. What does an institution need to do to create an environment to successfully implement a blended learning initiative?
Research questions
The questions I am trying to answer are:
1) How can the higher levels of the practical inquiry model be achieved by students in blended courses?
2) How can this be demonstrated both quantitatively and qualitatively?
3) In terms of the broader research problem, what blended learning models work in what disciplines ? How can pedagogy be enhanced with the use of the Community of Inquiry framework?
1) How can the higher levels of the practical inquiry model be achieved by students in blended courses?
2) How can this be demonstrated both quantitatively and qualitatively?
3) In terms of the broader research problem, what blended learning models work in what disciplines ? How can pedagogy be enhanced with the use of the Community of Inquiry framework?
Reserach questions make me sleepy...
