Hybrid online education: Identifying integration models using adventure learning

Aaron Doering, George Veletsianos

Research output: Contribution to journalArticlepeer-review

28 Scopus citations

Abstract

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. © 2008 Taylor & Francis Group, LLC. All rights reserved.

Original languageEnglish (US)
Pages (from-to)23-41
Number of pages19
JournalJournal of Research on Technology in Education
Volume41
Issue number1
DOIs
StatePublished - 2008

Keywords

  • Adventure learning
  • Classroom technology integration
  • Hybrid education
  • Integration models
  • Online learning environments

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