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Using Blended Learning

Evidence-Based Practices

  • Book
  • © 2014

Overview

Authors:
  1. Khe Foon Hew

    1. Division of Information & Technology Studies, Faculty of Education, The University of Hong Kong, Hong Kong, Hong Kong SAR

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  2. Wing Sum Cheung

    1. Learning Sciences & Technologies, NIE, Nanyang Technological University, Singapore, Singapore

    View author publications

    You can also search for this author in PubMed   Google Scholar

  • Focuses on both K-12 and higher education settings
  • Examines student performance outcomes in blended learning settings
  • Provides evidence-based data for incorporating blended learning in classrooms
  • Aligns technologies with learning goals
  • Includes supplementary material: sn.pub/extras

Part of the book series: SpringerBriefs in Education (BRIEFSEDUCAT)

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Table of contents (7 chapters)

  1. Front Matter

    Pages i-vii
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  2. Introduction

    • Khe Foon Hew, Wing Sum Cheung
    Pages 1-15

  3. Promoting Attitude Change Toward Country: A Theoretical Framework and Blended Learning Approach

    • Khe Foon Hew, Wing Sum Cheung
    Pages 17-39

  4. Solving Design Problems: A Blended Learning Approach Based on Design Thinking Features

    • Khe Foon Hew, Wing Sum Cheung
    Pages 41-58

  5. Improving Social Studies Students’ Critical Thinking

    • Khe Foon Hew, Wing Sum Cheung
    Pages 59-78

  6. Improving Students’ Argumentative Writing and Oral Proficiencies

    • Khe Foon Hew, Wing Sum Cheung
    Pages 79-95

  7. Enhancing Students’ Learning of Factual Knowledge

    • Khe Foon Hew, Wing Sum Cheung
    Pages 97-107

  8. Future Research Directions for Blended Learning Research: A Programmatic Construct

    • Khe Foon Hew, Wing Sum Cheung
    Pages 109-115

  9. Back Matter

    Pages 117-120
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Keywords

About this book

This book discusses evidence-based practices related to the use of blended learning in both K-12 and higher education settings. Specifically, this book features evidence-based practices in relation to the following five learning goals: (a) Fostering students’ attitude change toward country, (b) Helping students’ solve ill-structured design task problems, (c) Improving students’ critical thinking in assessing sources of information, (d) Improving students’ narrative and argumentative writing abilities and (e) Enhancing students’ knowledge retention and understanding. To achieve this aim, the authors draw upon their own research studies as well as some other relevant studies to reveal the pedagogical approaches, the specific instructional/learning activities, the technologies utilized and the overall framework for developing blended learning experiences.

Reviews

“The chapters are indeed easy to read and contain plenty of valuable information, and the time taken in my busy schedule to absorb details remained practical. … Using blended learning is full of tables, figures and diagrams that illustrate their findings. … you will find it a valuable addition to your professional library.” (Diane P. Janes, British Journal of Educational Technology, Vol. 46 (3), 2015)

Authors and Affiliations

  • Division of Information & Technology Studies, Faculty of Education, The University of Hong Kong, Hong Kong, Hong Kong SAR

    Khe Foon Hew

  • Learning Sciences & Technologies, NIE, Nanyang Technological University, Singapore, Singapore

    Wing Sum Cheung

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