04-001-US The Future of Learning (Part 1)

Enriched Virtual: Students complete the bulk of the course material online, but meet regularly with instructors for face-to-face sessions.

The results of the study showed that di ff erent blended learning models o ff er di ff erent benefits and challenges, depending on the needs and goals of students and educational institutions. Categorizing blended learning models can help guide the selection and implementation of e ff ective blended learning approaches in the future of learning. _______________ Staker, H., & Horn, M. B. (2012). Classifying K-12 blended learning. Clayton Christensen Institute for Disruptive Innovation. Blended learning in higher education Another well-known study on blended learning is the one conducted by López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L. (2011) entitled "Blended learning in higher education: students' perceptions and their relation to outcomes". In this study, the authors investigated students' perceptions of blended learning and how these perceptions relate to learning outcomes. The study was conducted at a Spanish university and included 240 students from di ff erent degree programs. Students were asked to rate their opinions of the blended learning approach, the quality of the course materials, student-faculty interaction, motivation, and flexibility of the curriculum. The study also examined the relationship between these perceptions and the grades achieved by the students. The results of the study showed that students had an overall positive attitude toward the blended learning approach and found it to be a good combination of traditional and online learning methods. Students appreciated the flexibility and quality of instructional materials provided through blended learning. The study also found a positive correlation between students' perceptions of blended learning and their

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