Abstract
The present chapter includes a review of literature and previous studies related to the pedagogical development of blended learning. It explores a variety of blended learning definitions, concepts and interpretations. The focus of these definitions is the use of technology for facilitating learning, increasing interaction and developing some skills. In addition, some benefits of establishing a blended learning environment in higher education and its drawbacks are presented. This chapter also provides a theoretical background related to the pedagogical development of blended learning starting with the behaviourist, cognitive and social constructivist rationale of pedagogy moving into connectivism that is considered as the learning theory of the current digital age. Then, it presents different learning models for pedagogical practices that contribute to the development of a blended learning research model designed for Arab Open University (AOU) students to develop some reading and writing research skills. The chapter also focuses on some practical issues and describes technology that has been used in higher education for adult learners. This leads to a discussion of the use of technology in blended learning environments during face-to-face sessions and online ones using learning management system (LMS) and forums. Some developments in learning technology and how these can be integrated into practice are discussed as well.
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Milad, M. (2019). The Pedagogical Development of Blended Learning. In: Hidri, S. (eds) English Language Teaching Research in the Middle East and North Africa. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-98533-6_27
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