Hybrid online education: Identifying integration models using adventure learning
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In this paper we sought to understand how teachers chose to integrate a hybrid online education program in their classrooms, how students responded to this choice, and how students’ experiences were influenced by the integration model chosen by the teachers. Data collected via classroom observations, personal interviews, and focus groups suggest four integration models: curriculum-based, activities-based, standards-based, and media-based. We discuss these models in the context of hybrid online education and particularly in adventure learning. Finally, we provide recommendations for the design, development, implementation, and integration of hybrid online education programs.
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Adventure learning: Educational, social, and technological affordances for collaborative hybrid distance education Doering, Aaron; Miller, Charles; Veletsianos, George (Quarterly Review of Distance Education, 2008)Adventure learning (AL) is a hybrid distance education approach that provides students with opportunities to explore real-world issues through authentic learning experiences within collaborative learning environments. ...
Doering, Aaron; Veletsianos, George (Journal of Geography, 2007)This paper situates geospatial technologies as a constructivist tool in the K-12 classroom and examines student experiences with real-time authentic geospatial data provided through a hybrid adventure learning ...
Veletsianos, George; Eliadou, Annita (The Internet and Higher Education, 2009)In this paper we present and discuss the findings of a systematic literature review on the use of educational technology initiatives to foster peace outcomes, and we relate those findings to Adventure Learning. In the ...