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Journals / Turkish Online Journal of Distance Education / 2020 / Cilt: 21 - Sayı: 4

EXPLORING BLENDED LEARNING RELATIONSHIPS IN HIGHER EDUCATION USING A SYSTEMS-BASED FRAMEWORK

Elisabeth MCGEE
Prerna POOJARY
Pages
1–13
Publication Date
2020-10-01
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results of this study seek to provide all stakeholders with a better understanding of the complex interdependent relationships within the CABLS framework to optimize a collaborative approach to blended learning.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The adoption of a blended learning approach is increasing among higher education institutions with a significant amount of research that focuses on linear relationships.
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Key Findings & Data:However, there is limited research on how the blended learning environment functions and interacts as a complex system.
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Conclusion & Impact:The results of this study seek to provide all stakeholders with a better understanding of the complex interdependent relationships within the CABLS framework to optimize a collaborative approach to blended learning.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Blended learning · higher education · complex adaptive systems

Abstract

The adoption of a blended learning approach is increasing among higher education institutions with a significant amount of research that focuses on linear relationships. However, there is limited research on how the blended learning environment functions and interacts as a complex system. There is a need for more research that explores the relationships that exist within a blended learning environment using a system-based framework, such as the Complex Adaptive Blended Learning Systems (CABLS) framework. The purpose of this qualitative phenomenological study was to explore the perceived relationships that exist within the CABLS in a higher education blended learning environment. Interviews were conducted with the learner, teacher, institutional administrators, and learning support staff. A thematic analysis was used to identify themes to better understand stakeholder relationships within the CABLS framework. The results of this study seek to provide all stakeholders with a better understanding of the complex interdependent relationships within the CABLS framework to optimize a collaborative approach to blended learning.

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Cite This Article

MCGEE, E., POOJARY, P. (2020). EXPLORING BLENDED LEARNING RELATIONSHIPS IN HIGHER EDUCATION USING A SYSTEMS-BASED FRAMEWORK. Turkish Online Journal of Distance Education, Cilt: 21 - Sayı: 4, 1–13. https://ajindex.com/articles/137937

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