Blended Learning And Online Resourcesteach To Be Happy

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Online Teaching Strategies - a comprehensive website designed specifically for online teachers. Colorado iLearn Collaborative is a collaboration of districts and schools working together to expand quality blended and online learning opportunities accessible to all students. CiC offers direct support and resources to districts, schools,.

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Background/Context: Earlier research on various forms of distance learning concluded that these technologies do not differ significantly from regular classroom instruction in terms of learning outcomes. Now that web-based learning has emerged as a major trend in both K-12 and higher education, the relative efficacy of online and face-to-face instruction needs to be revisited. The increased capabilities of web-based applications and collaboration technologies and the rise of blended learning models combining web-based and face-to-face classroom instruction have raised expectations for the effectiveness of online learning. Purpose/Objective/Research Question/Focus of Study: This meta-analysis was designed to produce a statistical synthesis of studies contrasting learning outcomes for either fully online or blended learning conditions with those of face-to-face classroom instruction. Population/Participants/Subjects: The types of learners in the meta-analysis studies were about evenly split between students in college or earlier years of education and learners in graduate programs or professional training. The average learner age in a study ranged from 13 to 44. Intervention/Program/Practice: The meta-analysis was conducted on 50 effects found in 45 studies contrasting a fully or partially online condition with a fully face-to-face instructional condition. Length of instruction varied across studies and exceeded one month in the majority of them. Research Design: The meta-analysis corpus consisted of (1) experimental studies using random assignment and (2) quasi-experiments with statistical control for preexisting group differences. An effect size was calculated or estimated for each contrast, and average effect sizes were computed for fully online learning and for blended learning. A coding scheme was applied to classify each study in terms of a set of conditions, practices, and methodological variables. Findings/Results: The meta-analysis found that, on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction. The advantage over face-to-face classes was significant in those studies contrasting blended learning with traditional face-to-face instruction but not in those studies contrasting purely online with face-to-face conditions. Conclusions/Recommendations: Studies using blended learning also tended to involve additional learning time, instructional resources, and course elements that encourage interactions among learners. This confounding leaves open the possibility that one or all of these other practice variables contributed to the particularly positive outcomes for blended learning. Further research and development on different blended learning models is warranted. Experimental research testing design principles for blending online and face-to-face instruction for different kinds of learners is needed.
OnlineBlended learning and online resourcesteach to be happy wishes

Although blended learning has proven its mettle as an effective learning medium, it is key to understand that some courses are best delivered via interactive classroom sessions while many can be successfully imparted via online learning management system. In a similar fashion, there are learners who prefer the convenience of elearning, there. Blended Learning Models to Try in Your Classroom. While thinking about the implementation of blended learning, it is significant to consider the different types of blended learning, how the learning is facilitated, and the developmental appropriateness for the age range you are instructing. Face-to-Face Driver. In this model, learning is divided between online and offline components. This model allows students to divide their time between attending a brick-and-mortar school and learning remotely. 10 Blended learning can be implemented in many unique ways providing the scope for more individualized instruction. Happy Learning from. Research Design: The meta-analysis corpus consisted of (1) experimental studies using random assignment and (2) quasi-experiments with statistical control for preexisting group differences. An effect size was calculated or estimated for each contrast, and average effect sizes were computed for fully online learning and for blended learning.