Works Cited Part 2
Allen, B., Crosky, A., McAlpine,I., Hoffman, M. & Munroe, P., (2006). A blended approach to collaborative learning: Can it make large group teaching more student-centred? Proceedings of the 23rd annual ascilite conference: Who’s learning? Whose technology? (pp 33-42) Sydney: The University of Sydney. (web).
This short article details a specific online project which was added to a large lecture-type class of 300. It details the aims of this blended project-a total of 6. The outcome of this project was very positive—both from the professors’ point of view and that of the students’ as well. The only negative, according to the project, was the additional time spent by the instructors. However, they viewed the project as being so successful, it is being used as a model for other classes.
Bersin and Associates, Blended Learning: What Works? A Study of 30 corporate blended learning programs. Learning Guru.com; 01 April 2010. <http://< www.e-learningguru. com/wpapers/blended_bersin.doc>.
his particular piece is about workplace training and is based on research by a company that is paid to conduct training. It is included here because it gives a different perspective on the same issue of blended learning and shows its efficacy in other environments. This article touts blended learning as “the next big thing.” This is obviously a very different kind of literature than those that deal strictly with classroom education, but it gives clear advantages; cost, time issue, and the opportunity for learners to return to the source of the information when they need to. It is based on a study of 30 blended learning situations.
Budd, John. LIBRES Library and Information Science Research Electronic Journal Volume 19, Issue 2, September 2009 Pg 1 LIBRES ISSN 1058-6768 Volume 19, Issue 2, September 2009 , <http://libres curtin.edu.au/>. Academic Library Data from the United States: An Examination of Trends. (web).
This is a very technical article on libraries for librarians. Most of it is not very applicable to a paper on classroom technology. However, the author makes some very specific points about digital technologies basically usurping the role of the library as a top source of inquiry. The article says that those who believe the libraries must move to an all or nothing approach in technology are wrong and it encourages a middle ground for mediated learning. There are implications for a similar argument in teaching with technology.
Gulc, Eddie. Using Blended Learning to Accommodate Different Learning Styles. British Educational Communications and Technology Agency. September 2006. 30 March 2010. <http://www.hlst.heacademy.ac.uk/resources/ publications.html>. (web).
This short article from the British Educational Commission and Technology Agency is one of the most clear-cut in detailing the advantages of blended learning to the individual student. This article specifically discusses blended learning in the context of tutoring, but it is clear the advantages could apply to a broad spectrum of students. It specifically discusses the advantages of blended learning to the disabled community. And it details some of the technologies an instructor might use. Although it is from 2006, the article does not seem dated.
Harris, Alma and Goodall, Janet. “Do parents know they matter? Engaging all parents in learning. Educational Research (50-3). September 2008. (pp 277-289) ) ISSN 0013-1881. print ISSN 1469-5847 online 2008 NFER. (print).
This research project examined parental engagement and pupil achievement in the Engaging Parents in Raising Achievement (EPRA) sponsored by the Specialist Schools and Academies Trust project. The current research investigated the impact of different ways of engaging parents on pupil achievement and behavior in participating schools. The article is very short and has implications for connecting with parents digitally.
Heinze, Aleksej & Procter, Chris, CT2004. Reflections on the Use of Blended Learning in Education in a Changing Environment. A reflection on the delivery of a program at the University of Salford. 13-14 September 2004, University of Salford, UK. <.http://www.ece.salford.ac.uk/proceedings/ papers/ah.>. (web)
Much of the literature on blended learning makes references to Salford University in the UK. This paper is the result of a two year study of a trial conducted at the university. Since this study began in 2001, some of the problems the students initially encountered with the technology by be moot today. Their conclusion at the end of one year was that their initial definition needed to be changed and that they needed to continue with their action research.
Hensley, Gordon. Creating a Hybrid College Course: A Case Study and Recommendations for Beginners. 10 August 2005, 30 March 2010. A case study of a hybrid college course at Appalachian State University. <http:// www.nyu.edi/classes/keefer/waoe/hensley.html.> (web).
This article is a case study which includes recommendations for instructors designing a hybrid college course. This article states that the advantages of a hybrid course can include better papers, higher exam scores, better quality projects, and more meaningful discussions. The author very honestly details his successes (many) and failures (few). He acknowledges the difficulties but most importantly details what one must do to set up such a class.
Hew, K. & Brush, T., Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research. 5 December 2006—Education Tech Research Dev (2007) 55:223-252 DOI 10.1007/s11423-006-9022-5. < http://www.google.com/#hl=en&rlz= 1W1GGLL http://www.google.com/#hl=en&rlz.>. (web)
This article discusses how technology can positively affect student learning. However there are some barrier to deal with and the article lists those specific barriers, the strategies which a professor or teacher might use to overcome those difficulties. They also state there is a need for further research to come up with some more specific guidelines for the future.
Keller, Bess. Schools Seek to Channel Parent Involvement. Education Digest September 2008 (74-1), 1 April 2008. Education Week. (pp 11-15). http://www.edweek.org/login.html?/source=http:// www.edweek.org/ew/articles/2008/04/02/31parents_ep.h27.html&destination=http://www.edweek.org/ew/articles/2008/04/02/31parents_ep.h27.html&levelId=2100. (web).
This is a very short article detailing the importance of parental involvement in their children’s schooling. The argument is that some parents are basically disenfranchised: that is they had a difficult time with school themselves or are cowed by the educated teachers; or they may work evenings when most parent meetings occur; or their might be a language barrier. While this particular article does not include technology, it offers ideas of how to involve parents—and technology could be included.
McLean, Neil & Sander, Heidi, Eds.. OCLC E-Learning Task Force, Libraries and the Enhancement of E-Learning. October 2003. White Paper prepared by the Task Force http://www5.oclc.org/downlowds/community/elearning.pdf.
This white paper from the OCLC E-Learning Task Force focuses specifically on libraries and what direction they must take in the future—specifically in regard to E-Learning, which includes blended or hybrid classes. As the members of this task force are some very impressive names from colleges all over the US and the world, one would seem to put much credibility in this report, from 2003. According to this report, 80% of US colleges offer hybrid courses.
Singh, Harvey. Building Effective Blended Learning Programs. November- December 2003. Educational Technology, 43-6. (pp 51-54). (print).
This 2003 article from Singh is a basic one about blended learning. It details the various types of blends and how those could be accomplished. They indicate that research has shown that blending “offers us the ability to be not only ..more efficient in delivering learning…but more effective.”
Valiathan, Pumima, Blended Learning Models. Learning Circuits: ASTD’s Source for Learning. 2002. American Society for Training and Development. < http://astd.org/LC/2002/0802_valiathan.htm.> (web).
This short article details 3 different delivery systems in blended learning which can be skill-driven, attitude-driven, or competency-driven and it indicates why and how one might incorporate blended learning for each type. While the article is very short, its “how” portion could be very helpful to a person trying to design the right blend for a particular purpose.
