Towards a New Definition of Blended Learning

<%"---"%> tags: 📥️/📜️/🟥️ publish: true aliases: - Towards a New Definition of Blended Learning - Cronje2020 <%"---"%> <%* let title = "Towards a New Definition of Blended Learning"; let date = tp.date.now("YYYY-MM-DD"); await tp.file.rename(`& ${date} ${title}`); _%> > [!Enllaç]- > zotero_link:: [Cronjé - 2020 - Towards a New Definition of Blended Learning.pdf](zotero://select/library/items/7ARMMN66) > [!Cita]- > Cita:: Cronje2020 > [!Resum]- > Abstract:: 870 / 5.000 Resultats de traducció Resultat de traducció La majoria de les definicions actuals d'aprenentatge combinat es refereixen a una combinació d'instrucció en línia i presencial. Sembla que pocs autors noten la ironia que la definició d'aprenentatge mixt no inclou en absolut el concepte d'aprenentatge. El problema d'aquestes definicions és que no tenen teoria i, per tant, condueixen a investigacions d'assaig i error. Aquest article argumenta que la definició d'aprenentatge combinat s'ha de construir al voltant de la teoria de l'aprenentatge i s'ha de referir a una combinació d'instrucció directa i aprenentatge fent. El document informa sobre la investigació realitzada per validar un model que posa l'aprenentatge conductual i constructivista en angle recte i considera si els dos es poden produir simultàniament. Aleshores, el model es situa en el context d'un marc de gestió del coneixement i d'aquí se'n deriva una definició que inclou context, teoria, metodologia i tecnologia. > [!Paraules_Clau]- > Keywords:: Blended learning > [!autors]- > Autors:: Johannes C. Cronjé > [!meta]- > url:: > doi:: > isbn:: > [!relacionat]- > [!hipòtesi]- > Hipòtesi:: > [!metodologia]- > Metodologia:: > [!resultats]- Resultats > Resultats:: > [!resum]- Resum dels punts importants > Resum:: ## Notes | Codi Color | Significat | | ----------------------------------------- | --------------------- | | Vermell | Desacord amb l'Autor | | Groc | Punt Interesant | | Verd | Important per la tesi | - "Very few authors, however, explore any of the other elements that may form part of the blend in blended learning as defined in the earlier definition by Marcy Driscoll, who presents a much more refined definition that includes:  To combine or mix modes of Web-based technology (e.g., live virtual classroom, self-paced instruction, collaborative learning, streaming video, audio, and text) to accomplish an educational goal.  To combine various pedagogical approaches (e.g., constructivism, behaviorism, cognitivism) to produce an optimal learning outcome with or without instructional technology.  To combine any form of instructional technology (e.g., videotape, CD-ROM, Web-based training, film) with face-to-face instructor-led training.  To mix or combine instructional technology with actual job tasks in order to create a harmonious effect of learning and working (Driscoll, 2002, p.54).” [Page 1](zotero://open-pdf/library/items/7ARMMN66?page=1&annotation=PMYMGM8I) ![[590Zotero/Media/Cronje2020/Cronje2020-3-x69-y72.png]] ![[590Zotero/Media/Cronje2020/Cronje2020-5-x71-y461.png]] - "Construction tasks, problem-based learning and open-ended learning environments would be appropriate here. In a low-technology environment physical puzzles would be useful and in a high-technology environment spreadsheets and other information-processing tools would be recommended.” [Page 6](zotero://open-pdf/library/items/7ARMMN66?page=6&annotation=GBALRD59) - "Thus far this paper has shown that, although in the early uses of the term Blended learning, homage was paid to dimensions of learning theory and pedagogy, the majority of definitions are restricted to mentioning a mixture of face-to-face and web-based instruction. This paper argues that more attention should be paid to Driscoll’s second bullet point: “To combine various pedagogical approaches (e.g., constructivism, behaviorism, cognitivism) to produce an optimal learning outcome with or without instructional technology” (2002, p.54). To this end Cronje’s (2006) integrated model is proposed as a framework for designing blended learning. The framework resonates strongly with Kurtz and Snowden’s (2003) Cynefin framework and in fact each quadrant can be mapped directly from the one model to the other.” [Page 7](zotero://open-pdf/library/items/7ARMMN66?page=7&annotation=LTATPA2R) ![[590Zotero/Media/Cronje2020/Cronje2020-7-x68-y360.png]] - "From the above discussion, it becomes clear a definition of blended learning that is based on the dimensions of face-to-face and technology-mediated instruction, does not provide an adequate theoretical underpinning for such decisions. A definition of blended learning should include context, theory, method and technology, which is why I propose the following definition of blended learning: The appropriate use of a mix of theories, methods and technologies to optimise learning in a given context.” [Page 7](zotero://open-pdf/library/items/7ARMMN66?page=7&annotation=V7JLB2F2) > [!context]- > Context:: > [!importància]- > Importància::