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Please use this identifier to cite or link to this item: http://hdl.handle.net/10265/317

Title: Critical review of the blended learning models based on Maslow's and Vygotsky's educational theory
Authors: Chew, Esyin
Jones, Norah
Turner, David
Keywords: Hybrid learning
Blended learning
Educational theory
Educational technology
Higher education
Issue Date: Aug-2008
Publisher: Springer-Verlag
Citation: Chew, E.; Jones, N. and Turner, D. (2008) 'Critical review of the blended learning models based on Maslow's and Vygotsky's educational theory', in Fong, J.; Kwan, R. and Wang, F. L. (eds.) Hybrid Learning and Education, First International Conference, ICHL 2008 Hong Kong, China, August 13-15, 2008 proceedings, Lecture notes in computer science. Theoretical computer science and general issues, 5169. Berlin: Springer, pp: 40-53.
Abstract: Blended learning involves the combination of two fields of concern: education and educational technology. To gain the scholarly recognition from educationists, it is necessary to revisit its models and educational theory underpinned. This paper respond to this issue by reviewing models related to blended learning based on two prominent educational theorists, Maslow’s and Vygotsky’s view. Four models were chosen due to their holistic ideas or vast citations related to blended learning: (1) E-Moderation Model emerging from Open University of UK; (2) Learning Ecology Model by Sun Microsoft System; (3) Blended Learning Continuum in University of Glamorgan; and (4) Inquirybased Framework by Garrison and Vaughan. The discussion of each model concerning pedagogical impact to learning and teaching are made. Critical review of the models in accordance to Maslow or Vygotsky is argued. Such review is concluded with several key principles for the design and practice in blended learning.
URI: http://hdl.handle.net/10265/317
http://dx.doi.org/10.1007/978-3-540-85170-7_4
ISBN: 978-3-540-85169-1
978-3-540-85170-7
ISSN: 0302-9743
Appears in Collections:Technology Enhanced Learning

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