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dc.contributor.authorDoering, Aaron
dc.contributor.authorVeletsianos, George
dc.date.accessioned2017-08-25T18:46:59Z
dc.date.available2017-08-25T18:46:59Z
dc.date.issued2008
dc.identifier.citationDoering, A., & Veletsianos, G. (Fall 2008). Hybrid online education: Identifying integration models using adventure learning. Journal of Research on Technology in Education, 41(1), 101-119.en
dc.identifier.issn1945-0818
dc.identifier.urihttp://hdl.handle.net/10613/5073
dc.identifier.urihttp://dx.doi.org/10.25316/IR-61
dc.description.abstractIn 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.en
dc.language.isoenen
dc.publisherJournal of Research on Technology in Educationen
dc.subjectAdventure educationen
dc.subjectDistance educationen
dc.subjectEducational technologyen
dc.titleHybrid online education: Identifying integration models using adventure learningen
dc.typeArticleen


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  • Veletsianos, George
    Canada Research Chair in Innovative Learning and Technology; Professor, Education and Technology

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