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Blended Learning
• A lack of consensus on a definition of blended learning
has led to difficulties in research about its e...
Blended Learning
National Center for Academic Transformation
• Reduces the number of in-class meetings but does not elimin...
Blended Economics
• Reduces the number of in-class meetings but does not
eliminate all in-class meetings.
Blended Economics
• Replaces (rather than supplements) some in-class time with online,
interactive learning activities.
• ...
Blended Economics
• Gives careful consideration to why (and how often) classes need to
meet face-to-face.
• May keep remai...
Student Feedback
“I had a great time learning in your class this semester. I
really enjoyed the flipped/extra study halls/...
Student Feedback
“I really didn’t know what to expect going into economics
(although I will admit I suspected I would hate...
Student Feedback
“All I have to say is thank you. I have said it so many times to so many
people, and I do mean it when I ...
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
Blended Learning
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Blended Learning

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What is blended learning and how should we rethink time and space in our schools today.

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Blended Learning

  1. 1. Blended Learning • A lack of consensus on a definition of blended learning has led to difficulties in research about its effectiveness in the classroom. Blended learning is also sometimes used in the same breath as "personalized learning” and differentiated instruction. Oliver M, Trigwell K (2005). "Can 'Blended Learning' Be Redeemed?" (PDF). E-Learning 2 (1): 17–26. doi:10.2304/elea.2005.2.1.17.
  2. 2. Blended Learning National Center for Academic Transformation • Reduces the number of in-class meetings but does not eliminate all in-class meetings. • Replaces (rather than supplements) some in-class time with online, interactive learning activities. • Gives careful consideration to why (and how often) classes need to meet face-to-face. • Assumes that certain activities can be better accomplished online-- individually or in small groups--than in a face-to-face class. • May keep remaining in-class activities more or less the same. • May make significant changes in remaining in-class meetings. • May schedule out-of-class activities in 24*7 computer labs or totally online so that students can participate anytime, anywhere http://www.thencat.org/PlanRes/R2R_Model_Rep.htm
  3. 3. Blended Economics • Reduces the number of in-class meetings but does not eliminate all in-class meetings.
  4. 4. Blended Economics • Replaces (rather than supplements) some in-class time with online, interactive learning activities. • Assumes that certain activities can be better accomplished online-- individually or in small groups--than in a face-to-face class. http://oakecon2.blogspot.com/
  5. 5. Blended Economics • Gives careful consideration to why (and how often) classes need to meet face-to-face. • May keep remaining in-class activities more or less the same. • May make significant changes in remaining in-class meetings.
  6. 6. Student Feedback “I had a great time learning in your class this semester. I really enjoyed the flipped/extra study halls/online class. It gave me freedom to do my own learning and pursue aspects of economics that I was interested in (minus those pesky blog posts). I can’t wait to pursue finance and econ in college next year and you’re definitely a big reason that I decided to go this route.”
  7. 7. Student Feedback “I really didn’t know what to expect going into economics (although I will admit I suspected I would hate it because it would be the closest thing I had to a math class my senior year) but I actually really enjoyed the course. The class was interesting and our class discussions were always engaging, and I think we had a perfect balance of actually learning but also having plenty of time to joke around go on tangents. This class was definitely the highlight of my year :) I really enjoyed writing blogs and I thought it really helped me understand the material (even if I really didn’t always feel like writing them.)”
  8. 8. Student Feedback “All I have to say is thank you. I have said it so many times to so many people, and I do mean it when I say it, that choosing to take your class was actually one of the best educational decisions of my life. Granted, it only lasted a semester, I’ve never had so much fun and excitement to learn in a class then I have in a long while. I think one of the great things about the way you teach economics is how you don’t make it based off of a textbook and revolve around memorizing everything. Learning when things apply, how they apply, and where they apply made me way more interested in the topics, because I actually understand why the fed or the government passes certain bills or laws and how everything applies to me. The blogs really made me get involved in trying to apply economics to all of my own interests, so it all became very personal. I like the balance you had between the online work and the in class discussions.”

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