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Blended Learning and Teaching in Higher Education An International Perspective

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Blended learning is not a new topic for educational research in Higher Education (HE). However, before the first wave of the COVID-19 pandemic, blended learning was studied by a “niche” of researchers and educators interested in technology integration in teaching and learning. It was not difficult to meet HE professionals who had never or had only poorly reflected on the topic of how to integrate digital technology in teaching and learning before March 2020. Many authors acknowledge the effectiveness of blended learning over face-to-face traditional courses [1,2]. Nortvig and her colleagues [3] proposed a more comprehensive comparison, which included e-learning with only online formats, a blended approach that mixed online and face-to-face teaching with in-person teaching. According to their review, it is clear that is not easy to compile a ranking and point out the best method, as many other factors influence the effectiveness of a teaching method, such as educator presence in online settings, the interactions between students, teachers and content, and deliberate connections between online and offline activities and between campus-related and practice-related activities.

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Availability

Detail Information

Series Title

education series

Call Number

371.3

Publisher

Switzerland : MDPI., 2022

Collation

116 halaman

Language

English

ISBN/ISSN

978-3-0365-3508-1

Classification

371

Content Type

-

Media Type

other

Carrier Type

-

Edition

-

Subject(s)

Pendidikan

Specific Detail Info

-

Statement of Responsibility

-

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