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Critical Review of the Blended Learning Models Based on Maslow’s and Vygotsky’s Educational Theory

  • Esyin Chew
  • Norah Jones
  • David Turner
Part of the Lecture Notes in Computer Science book series (LNCS, volume 5169)

Abstract

Blended learning involves the combination of two fields of concern: education and educational technology. To gain the scholarly recognition from educationists, it is necessary to revisit its models and educational theory underpinned. This paper respond to this issue by reviewing models related to blended learning based on two prominent educational theorists, Maslow’s and Vygotsky’s view. Four models were chosen due to their holistic ideas or vast citations related to blended learning: (1) E-Moderation Model emerging from Open University of UK; (2) Learning Ecology Model by Sun Microsoft System; (3) Blended Learning Continuum in University of Glamorgan; and (4) Inquiry-based Framework by Garrison and Vaughan. The discussion of each model concerning pedagogical impact to learning and teaching are made. Critical review of the models in accordance to Maslow or Vygotsky is argued. Such review is concluded with several key principles for the design and practice in blended learning.

Keywords

Hybrid Learning Blended learning Educational Theory Educational Technology Higher Education 

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Copyright information

© Springer-Verlag Berlin Heidelberg 2008

Authors and Affiliations

  • Esyin Chew
    • 1
  • Norah Jones
    • 1
  • David Turner
    • 2
  1. 1.Centre for Excellence in Learning and Teaching (CELT) 
  2. 2.Education Department at Faculty of Humanities and Social ScienceUniversity of GlamorganUnited Kingdom

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