Abstract
Abstract : Blended learning has come off, more or less, as the most logical and natural evolution of our learning systems. It suggests an elegant solution to the challenges of tailoring e-learning environment to face-to-face learning environment. It represents an opportunity to integrate the innovative and technological advances offered by online learning with the interaction and participation offered in the best of traditional learning. It can be supported and enhanced by using the wisdom and one-to-one interaction of personal coaches. Believe it or not, the relevance of the pedagogy used in relaying knowledge cannot be over-emphasised. Also, it has long been recognized that specialized delivery technologies can provide efficient and timely access to learning materials. A teacher handling face-to-face students might be able to discern when they are getting the message by their countenances or when they don’t seem to by their reactions. How would an e-learning teacher meet the needs of their students psychologically, morally, socially and even academically since they cannot see each other? That brought the needs for the blended knowledge of ensuring that there is a predefined method of transferring idea to online students in such a way that the needs of these students are met. This is to fill such gap. This research considered the following four stages as paramount to the development and practice of blended e-learning which was adapted from IBM 4-tier: learning from information, learning from interaction, learning from collaboration, and learning from collocation.
Highlights
It has long been recognized that specialized delivery technologies can provide efficient and timely access to learning materials; [2] claimed that technologies are merely vehicles that deliver instructions, but do not in themselves influence student achievement
The same studies suggest that the reason for those benefits is not the medium of instruction, but the instructional strategies built into the learning materials
In the same vein, [3] suggested that learning is influenced by the content and instructional strategy in the learning materials than by the type of technology used to deliver instruction
Summary
The unabated debates have not stopped as to whether it is the use of a particular delivery technology or the design of the instruction that improves learning [1]. In the same vein, [3] suggested that learning is influenced by the content and instructional strategy in the learning materials than by the type of technology used to deliver instruction. [6] argues that the particular attributes of the computer are needed to bring real-life models and simulations to the learner; the medium does influence learning. It is not the computer in real sense that make students learn, but the design of the real-life models and simulations which are necessary in every online learning and the students’ interaction with those models and simulations. Electronic tools, such as DVDs, iPods, digital cameras, mobile phones and computers, are becoming ubiquitous and are very familiar to our students
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Advanced Research in Computer Science
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
