Blended learning has received increasing attention with the introduction of internet technologies and innovations into the learning and teaching process. Almost every course in higher education uses information and communication technologies to varying levels. These technologies create new opportunities for students to interact with their peers, faculty, and content. The mix of information and communications technology in higher education draws attention to the theory and practice of blended learning.
Blended learning inherently demands a critical rethinking of the educational experience and offers a challenge to standard presentational strategies. If we're to deal with the theoretical and sensible complexities of rethinking the instructional design from a combined learning perspective, then the primary assignment is to offer a conceptual order that goes past rigid recipes. Such order and coherence is of unique significance for an instructor who is not tech savvy present for attractive novices in revolutionary educational experiences. It seems to us that a conceptual framework may also nicely be of the utmost practical value to assist practitioners to navigate through the educational and technological levels of complexity.
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