A model for the identification of challenges to blended learning
A model for an inclusive approach to the identification of challenges to blended learning as a means to identify educational accessibility issues is presented. By focusing on both the learner and teacher perspectives, the model encompasses a broad range of factors, including learner characteristics,...
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| Main Authors: | , |
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| Format: | Book |
| Published: |
Association for Learning Technology,
2006-12-01T00:00:00Z.
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| Subjects: | |
| Online Access: | Connect to this object online. |
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| Summary: | A model for an inclusive approach to the identification of challenges to blended learning as a means to identify educational accessibility issues is presented. By focusing on both the learner and teacher perspectives, the model encompasses a broad range of factors, including learner characteristics, learning and teaching environments, interactions and activities. The proposed model provides a starting point for the identification of challenges to learning from a socio-cultural perspective rather than a medical or rehabilitation perspective. This holistic perspective is key to moving ‘thinking' towards a more inclusive learning approach that embraces the needs of all learners, regardless of a defined disability. |
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| Item Description: | 10.3402/rlt.v14i1.10937 2156-7069 2156-7077 |