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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