Open AccessA model for the identification of challenges to blended learning
Author(s) -
E.A. Draffan,
Peter Rainger
Publication year - 2006
Publication title -
alt-j/alt-j. association for learning technology journal
Language(s) - English
Resource type - Journals
eISSN - 1741-1629
pISSN - 0968-7769
DOI - 10.1080/09687760500479787
Subject(s) - identification (biology) , perspective (graphical) , point (geometry) , blended learning , computer science , inclusion (mineral) , mathematics education , psychology , pedagogy , educational technology , artificial intelligence , mathematics , social psychology , botany , geometry , biology
A model for an inclusive approach to the identification of challenges to blended learning as a means to identify educational accessibility issues is presented. By focusing on both the learner and teacher perspectives, the model encompasses a broad range of factors, including learner characteristics, learning and teaching environments, interactions and activities. The proposed model provides a starting point for the identification of challenges to learning from a socio‐cultural perspective rather than a medical or rehabilitation perspective. This holistic perspective is key to moving ‘thinking’ towards a more inclusive learning approach that embraces the needs of all learners, regardless of a defined disability