Bridging the Gap Between Face-to-Face and Cyber Interaction in Holistic Blended Learning Environments

@incollection{citeulike:3038218, abstract = {Previous research studies on blended learning have mainly focused on blending between either physical face-to-face and cyber asynchronous, or cyber face-to-face and cyber asynchronous environments. This research has created a holistic blended-learning environment (HBLE) in which physical face-to-face, cyber face-to-face and cyber asynchronous blended models are synthesized into one holistic blended-learning model. Such a model enables teachers and learners to do two-way interaction asynchronously and synchronously regardless of whether they are in physical space or cyber space. This research also explores whether significant differences exist in terms of effects on classroom climate and learning effectiveness between physical face-to-face groups (P-F2F) and cyber face-to-face groups (C-F2F).}, author = {Chen and Wei and Kinshuk and Kinshuk and Chen and Wang}, citeulike-article-id = {3038218}, doi = {10.1007/978-3-540-74155-8\_13}, journal = {Handbook on Information Technologies for Education and Training}, keywords = {blended\_learning}, pages = {239--259}, posted-at = {2008-07-24 05:59:15}, priority = {2}, title = {Bridging the Gap Between Face-to-Face and Cyber Interaction in Holistic Blended Learning Environments}, url = {http://dx.doi.org/10.1007/978-3-540-74155-8\_13}, year = {2008} }

TY - CHAP ID - citeulike:3038218 L3 - citeulike-article-id:3038218 TI - Bridging the Gap Between Face-to-Face and Cyber Interaction in Holistic Blended Learning Environments JF - Handbook on Information Technologies for Education and Training SP - 239 EP - 259 N2 - Previous research studies on blended learning have mainly focused on blending between either physical face-to-face and cyber asynchronous, or cyber face-to-face and cyber asynchronous environments. This research has created a holistic blended-learning environment (HBLE) in which physical face-to-face, cyber face-to-face and cyber asynchronous blended models are synthesized into one holistic blended-learning model. Such a model enables teachers and learners to do two-way interaction asynchronously and synchronously regardless of whether they are in physical space or cyber space. This research also explores whether significant differences exist in terms of effects on classroom climate and learning effectiveness between physical face-to-face groups (P-F2F) and cyber face-to-face groups (C-F2F). KW - blended_learning AU - Chen AU - Wei AU - Kinshuk AU - Kinshuk AU - Chen AU - Wang PY - 2008/// UR - http://dx.doi.org/10.1007/978-3-540-74155-8_13 ER -