Blended Learning

Abstract

As institutions look for ways to increase enrollment and students seek greater flexibility in their learning environments, blended learning is emerging as the best of both worlds. This chapter will discuss why both students and instructors choose blended learning (BL) and the benefits of BL pedagogically. The layers of software required to support BL will be briefly described for the purpose of supporting a discussion of the tools used to design online learning. The role of assessment and the need to create communities of practice within a BL environment will be illustrated. With a changing emphasis from software and function to one of learning outcomes, this chapter will present Learning Activities Management Systems (LAMS) and the International Society for Technology in Education (ISTE) standards which focus on the advancement of instructional design. ISTE will be introduced as a framework for students and instructors to gauge their teaching and learning goals.

Developing international managers: the contribution of cultural experience to learning

“…This bias towards grounded, rather than purely academic learning should not come as a surprise. Possibilities include: blended learning, the flipped classroom, and on line integration of content and cultural socialisation (Swanson and Kayler, 2011). To this end, university initiatives can include: Asian Century Scholarships, International Student Internships, Friendship Programs and International Experience Exchange Programs.…”