TY - JOUR
T1 - Hybrid online education
T2 - Identifying integration models using adventure learning
AU - Doering, Aaron
AU - Veletsianos, George
PY - 2008
Y1 - 2008
N2 - 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.
AB - 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.
KW - Adventure learning
KW - Classroom technology integration
KW - Hybrid education
KW - Integration models
KW - Online learning environments
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U2 - 10.1080/15391523.2008.10782521
DO - 10.1080/15391523.2008.10782521
M3 - Article
SN - 1539-1523
VL - 41
SP - 23
EP - 41
JO - Journal of Research on Technology in Education
JF - Journal of Research on Technology in Education
IS - 1
ER -