This qualitative research study seeks to answer the question: Which instructional design approaches for blended learning encourage deep learning? This grounded theory research captures the lived experiences of instructional designers and faculty members in converting courses at the post-secondary level from traditional, face-to-face delivery to blended delivery using educational technology. Study results provide insight into the complexities involved in the design and development of blended delivery courses and shed light on the complications that can arise with course conversion. The study also opens a window into design approaches to foster deep learning, clarifying the importance of targeting high levels of learning in the course syllabus / outline, and then aligning every part of the course to the specific learning outcomes identified. Study results culminate in a set of recommended instructional design approaches that foster deep learning in a blended learning environment. / 2013-08
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:AEAU.91/31 |
| Date | 23 August 2013 |
| Creators | Guay, Carol |
| Contributors | Ally, Mohamed (Internal) faculty, Centre for Distance Education, Vaughan, Norm (External), faculty, Mount Royal University, Hawranik, Pamela (Internal), Faculty of Graduate Studies, Cleveland-Innes, Marti, Centre for Distance Education |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Detected Language | English |
Page generated in 0.0019 seconds