Abstract
This study reviewed Horn and Staker’s framework of blended learning and addressed the need for categorizing recently initiated collaborative teaching approaches to blended learning. Due to the rapid pace of technological development, this study proposed an expansion of the currently accepted blended learning model to include three newly emerged joint teaching models: (1) on-site leadership, (2) off-site leadership, and (3) co-teaching. Through a series of case study analyses, best practices and strategic opportunities for each new model were discussed.
The rights of this work are transferred to the extent transferable according to title 17 § 105 U.S.C.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Yang, H., Shindler, J., Keen, A.: Minds on, hands on: the linear-nonlinear problem solving approach to a multimedia and internet course. In: Proceedings of Society for Information Technology and Teacher Education International Conference, pp. 738–743 (2000)
Yuen, S.C.Y., Yang, H.: The blogfolio approach for enhancing students’ interaction and learning. In: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, pp. 3330–3334 (2008)
Yang, Z.K., Yang, H.H., Wu, D., Liu, S.Y.: Transforming K-12 Classrooms with Digital Technology. IGI Global, Hershey (2013)
Horn, M.B., Staker, H.: Blended: Using Disruptive Innovation to Improve Schools. Jossey-Bass, San Francisco (2014)
El Mansour, B., Mupinga, D.: Students’ positive and negative experiences in hybrid and online classes. Coll. Student J. 41(1), 242–248 (2007)
National Education Association, Education Policy and Practice Department.: An NEA Policy Brief: Blended Learning. Education Writers Association (2011). www.ewa.org/sites/main/files/pb36blendedlearning2011.pdf
Gonzales, L., Vodicka, D.: Blended learning: a disruption that has found its time. Leadership 42(2), 8–10 (2012)
Sheffield, S., McSweeney, J.M., Panych, A.: Exploring future teachers’ awareness, competence, confidence, and attitudes regarding teaching online: incorporating blended/online experience into the teaching and learning in higher education courses for graduate students. Can. J. High. Educ. 45(3), 1–14 (2015)
Xu, J., Yang, H.H., MacLeod, J.: Connected classroom climate in hybrid courses: model and comparison. In International Conference on Blended Learning Proceedings (2016)
Staker, H., Horn, M.B.: Classifying K-12 Blended Learning. Innosight Institute, San Mateo (2012)
Freeland, J.: Blending Toward Competency: Early Patterns of Blended Learning and Competency-based Education in New Hampshire. Clayton Christensen Institute for Disruptive Innovation (2014)
Robinson, B., Schaible, R.M.: Collaborative teaching. Coll. Teach. 43, 57–59 (1995)
Emanuel, E.J.: Online education: MOOCs taken by educated few. Nature 503(7476), 342 (2013)
National Public Service Platform for Educational Resources.: A teacher with one predominant lesson, a lesson with one elite teacher. http://1s1k.eduyun.cn/portal/html/1s1k/sta/1.html
McQuaide, S.: Making education equitable in rural china through distance learning. Int. Rev. Res. Open Distrib. Learn. 10(1), 1–20 (2009)
National Public Service Platform for Educational Resources.: Remote synchronous class entered into the one-teacher school of Enshi state. www.eduyun.cn/ns/njyxxhzixundongtai/20150324/22649.html
State University of New York COIL Institute.: Globally Networked Learning in the Humanities: Case Studies, New York, NY (2013)
State University of New York COIL Institute.: Globally Networked Learning in the Humanities: Final Report, New York, NY (2013)
Barrett, S.K., Ableidinger, J.: Rocketship Education: Pioneering Charter Network Innovates Again, Bring Tech Closer to Teachers, An Opportunity Case Study. Public Impact (2013)
Acknowledgments
The work was supported by the Key Project of Philosophy and Social Science Research, Ministry of Education of China (14JZD044).
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer International Publishing Switzerland (outside the US)
About this paper
Cite this paper
Yang, H.H., Zhu, S., MacLeod, J. (2016). Collaborative Teaching Approaches: Extending Current Blended Learning Models. In: Cheung, S., Kwok, Lf., Shang, J., Wang, A., Kwan, R. (eds) Blended Learning: Aligning Theory with Practices . ICBL 2016. Lecture Notes in Computer Science(), vol 9757. Springer, Cham. https://doi.org/10.1007/978-3-319-41165-1_5
Download citation
DOI: https://doi.org/10.1007/978-3-319-41165-1_5
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-41164-4
Online ISBN: 978-3-319-41165-1
eBook Packages: Computer ScienceComputer Science (R0)