3.1: Definition of Blended Learning: Singh (2001, p.1)
Also, Valiathan (2002, p.1): Categorizes blended learning into three models:
3.1.2: Attitude-driven learning
3.1.3: Competency-driven learning,
3.3: Learning solutions: Clark (2000)
The distinction between "on-line" and "off-line" is conventionally seen as the distinction between computer-mediated communication and face-to-face communication (e.g. face time), respectively. "On-line" is virtuality, and "off-line" is reality (e.g. real life)
3.4: Blended Classrooms: are study areas which employ online content and tools as fundamental features of instruction. Thompson (2012)
3.5 Instructional models used in blended learning programmes.
Empirical research conducted by the Innosight Institute – Staker (2012) –has cultivated the following four overreaching models which accommodate nearly all (instructional models) blended learning programme:
1.: Rotational model , 2.: Flex model–Staker
3.: Self-Blend model, 4.:Enriched Virtual model
The distinction between "on-line" and "off-line" is conventionally seen as the distinction between computer-mediated communication and face-to-face communication (e.g. face time), respectively. "On-line" is virtuality, and "off-line" is reality (e.g. real life)
3.4: Blended Classrooms: are study areas which employ online content and tools as fundamental features of instruction. Thompson (2012)
3.5 Instructional models used in blended learning programmes.
Empirical research conducted by the Innosight Institute – Staker (2012) –has cultivated the following four overreaching models which accommodate nearly all (instructional models) blended learning programme:
1.: Rotational model , 2.: Flex model–Staker
3.: Self-Blend model, 4.:Enriched Virtual model
