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Teachers Conceptions and Approaches to Blended Learning: A Literature Review

Teachers Conceptions and Approaches to Blended Learning: A Literature Review

Vicki Caravias
Copyright: © 2017 |Pages: 23
ISBN13: 9781522517795|ISBN10: 1522517790|EISBN13: 9781522517801
DOI: 10.4018/978-1-5225-1779-5.ch015
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MLA

Caravias, Vicki. "Teachers Conceptions and Approaches to Blended Learning: A Literature Review." Driving Innovation and Business Success in the Digital Economy, edited by Ionica Oncioiu, IGI Global, 2017, pp. 228-250. https://doi.org/10.4018/978-1-5225-1779-5.ch015

APA

Caravias, V. (2017). Teachers Conceptions and Approaches to Blended Learning: A Literature Review. In I. Oncioiu (Ed.), Driving Innovation and Business Success in the Digital Economy (pp. 228-250). IGI Global. https://doi.org/10.4018/978-1-5225-1779-5.ch015

Chicago

Caravias, Vicki. "Teachers Conceptions and Approaches to Blended Learning: A Literature Review." In Driving Innovation and Business Success in the Digital Economy, edited by Ionica Oncioiu, 228-250. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1779-5.ch015

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Abstract

This paper presents a critical review and synthesis of research literature in higher education exploring teachers' conceptions of blended learning and their approaches to both design and teaching. Definitions of blended learning and conceptual frameworks are considered first. Attention is given to Picciano's Blending with Purpose Multimodal framework. This paper builds upon previous research on blended learning and conceptual framework by Picciano by exploring how objectives from Picciano's framework affect teachers' approaches to both design and teaching in face-to-face and online settings. Research results suggest that teachers use multiple approaches including face-to-face methods and online technologies that address the learning needs of a variety of students from different generations, personality types and learning styles.

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