A Conceptual Framework For Instructional Design In Blended Learning Environment
Abstract
As defined as the blending of online learning activities and traditional face-to-face learning activities, blended learning is becoming a common practice in higher educational as a result of the integration of learning management systems (LMS) into traditional teaching [5]. Along with the new Internet technologies such as Web 2.0, blended learning environment (BLE) has increased the complexity of higher education teaching and learning. While BLE is still evolving and under-researched, more theoretical elaboration followed by empirical studies are needed. This study articulates on the important conceptual constructs of BLE in terms of complexity, transactional distance, instructional design, Web 2.0 implications and the challenges to BLE framework construction. A five-layer conceptual framework for BLE instruction design is then proposed in order to serve as a groundwork for further BLE theoretical and empirical studies.
Recommended Citation
Chen, T. Y., Chang, Y. H., & Hung, C. (2009). A Conceptual Framework For Instructional Design In Blended Learning Environment. ICACTE 2009 - Proceedings of the 2nd International Conference on Advanced Computer Theory and Engineering, 2, pp. 1645-1653. The American Society of Mechanical Engineers.
The definitive version is available at https://doi.org/10.1115/1.802977.paper207
Department(s)
Business and Information Technology
Keywords and Phrases
Blended learning environment (BLE); Instructional design; Transactional distance; Web 2.0
International Standard Book Number (ISBN)
978-079180297-7
Document Type
Article - Conference proceedings
Document Version
Citation
File Type
text
Language(s)
English
Rights
© 2024 The American Society of Mechanical Engineers, All rights reserved.
Publication Date
01 Dec 2009
