FrenziedFifth

Distance learning has a long history and it is quite simply put, not going anywhere anytime soon, if ever (Simonson in Walden University, LLC, n.d.a.). Distance learning has come a long way. Be that as it may, it is an educational model that transcends space and sometimes time. It is also an educational model that has had an impact worldwide (Simonson, Zvacek, & Smaldino, 2019). Distance education is a facet of learning that can and is being used in schools and in corporations, and other sectors as well. There is a growing acceptance of distance education, a growing acceptance of the tools used for distance education, and a growing comfort with distance education (Siemens in Walden University, LLC, n.d.b.). Therefore, I would have to agree with Simonson (in Walden University, LLC, n.d.a.) that distance education is going to continue to dramatically increase, as it already has from 1 million students to 6 million students in five years. I personally feel that distance learning will grow with the private sector and higher education the most. I feel that distance education will increase with K-12 school aged students to a point, but for custodial reasons, I think the traditional classroom model will continue to thrive for this age group. 

In five to ten years, distance education will be essential for all professions who seek to continually grow and further their learning. This could be mandatory courses through their employee, which will be offered through distance learning format; or the individuals seeking personal learning and growth through furthering their own education with a higher education institution that offers distance learning courses. Lease and Brown (2009) shared that the internet is far more pervasive in our lives today than any other technology. Siemens (in Walden University, LLC, n.d.b.) shared that new communication tools are continuously improving; as well as the use of multimedia. Together these findings bring to light the secret elixir for distance learning: communication tools, multimedia tools, and the internet. 

As an instructional designer in the future, I have the responsibility of helping the public continue to improve societal perceptions of distance learning. Simonson (in Walden University, LLC, n.d.a.) shared that today distance education is widely adopted because it is becoming more and more accepted, respected, and even expected. As an instructional designer, I hope to design content that meets a variety of learner needs, uses Web 2.0 tools that are engaging and motivating to learners, and make use of the latest and greatest communication tools available. Creating courses that are grounded in well-built theories and make use of research-based instructional strategies will ensure an equitable educational experience for all learners (Saba in Walden University, LLC, n.d.c.). When geographical distance is not a factor in learning, learners can find increased motivation to advance their learning. Almrashdah et al (2010) shared that distance learning has the potential to increase learning opportunities to all people regardless of geographical location, age, or learning abilities. Being able to reach a wider variety of learners is one way that instructional designers can positively contribute to distance education. 

As this course draws to a close, I have reflected on several aspects of the career of instructional design and what value I will add to the field. First, I will be flexible. Second, I will strive to incorporate culturally diverse content. Third, I will strive to create content that is learner-centered and infused with research-based strategies that proved to be effective in distance education (Saba in Walden University, LLC, n.d.c.). Fourth, I will strive to use proven instructional design models like A.D.D.I.E. to create course content. Fifth, I will strive to be adaptable and create content that is adaptable to the needs of the learner (Simonson, Zvacek, & Smaldino, 2019).  Finally, I will seek to be growth-oriented in the field, so that I may continue to bring forth content that incorporates technology and contemporary material that is relevant. With these six tenets, I hope that once I enter the field of instructional design, that I can positively contribute to the world of distance education. 

References

Almrashdah, I. A., Sahari, N., Zin, N. A. H. M., & Alsmadi, M. (2010). Distance learners acceptance of learning management system. In 2010 6th International Conference on Advanced Information Management and Service (IMS) (pp. 304-309). IEEE.

Lease, A. J., & Brown, T. A. (2009). Distance learning past, present and future. International Journal of Instructional Media, 36(4), 415.

Simonson, M., Zvacek, S., & Smaldino, S. (2019). Teaching and learning at a distance: Foundations of distance education (7th ed.) Information Age Publishing.

Walden University, LLC. (Producer). (n.d.a.). Distance education: The next generation [Video file]. Retrieved from https://class.waldenu.edu

Walden University, LLC. (Producer). (n.d.b.). The future of distance education [Video file]. Retrieved from https://class.waldenu.edu

Walden University, LLC. (Producer). (n.d.c). Theory and distance learning [Video file]. Retrieved from https://class.waldenu.edu

Wk7ValenteA

https://create.piktochart.com/output/57832348-wk7valentea

http://go.bubbl.us/c4e2fe/b6bd?/Distance-Learning

EDUC 6135 Distance Learning

Week 1 Assignment: Blog Post 

Amanda Valente 

Despite growing notararity in the last few years, distance learning has been around for nearly a century, in some form (Simonson, Zvacek & Smaldino, 2019). Throughout history distance learning may have been seen as correspondence studies at first, then improving with the addition of electronic communications, then to distance teaching within universities (Simonson, Zvacek & Smaldino, 2019). Distance learning has recently exploded in just about every sector and can be found in all developing countries, as well as developing countries (Moller, Foshay, & Huett, 2008). According to Simonson (in Laureate Education, n.d.) distance learning has grown tremendously in the last five years and is widely adopted, respected, accepted, and even expected in today’s world. As with any other facet of education, distance learning has evolved over time to include changing technologies and meet the needs of the students it serves. Within this week’s resources, it is abundantly clear that distance education can come in a variety of forms and can vary from person to person. Technological know-how, one’s profession, and experience can all play into to quality of experience with distance learning. 

The definition of distance learning has evolved and is going to continue to evolve. Technology, the world, the way we do business, and even the needs of a learner has changed over time. According to Moller, Foshay & Huett, 2008), learning models have changed over time that include web-based instruction, where students can participate in digital learning communities. According to Targamadze and Petrauskiene (2008), technology and globalization are directly impacting teaching and learning. Distance learning’s focus is to provide education services to a student at their home or place of work, on their own time table (Targamadze & Petrauskiene, 2008). Simonson, Zvacek and Smaldino (2019) shared that the four main components of distance education are institutionally based, interactive via telecommunications, have a separation of teacher and student, and have shared resources and learning experiences. In my opinion, technology and a greater demand for knowledge dissemination at a faster rate has helped contribute to the widespread acceptance of distance learning. Simonson, Zvacek and Smaldino (2019) indicated that electronic media plays an important role in distance learning. Obviously, over the past 20 years, the Internet has changed dramatically and has helped improve communications worldwide. In addition, the Internet has become more reliable, faster, and easier to navigate. Distance learning has been able to use the Internet to improve its own function and dissemination of knowledge. 

Prior to starting this course, my own perception of distance learning was limited to envisioning online courses through colleges and universities. I pictured exactly what we experienced with Walden University. My view changed at first in 2020 when I began to teach virtually, myself, during the start of the global pandemic. Like many schools across the country, my school was closed for health concerns and school had to resume, but it had to be done online. Therefore, my idea of distance learning changed to include both synchronous and asynchronous learning. Through the use of Zoom for live meetings and Google Classroom to assign work, I have worked tirelessly to create an augmented learning experience for my fifth graders. Even though it has been good to be able to teach virtually at times, no one really knows the full impact of virtual instruction on K-12 students. According to Maggio et al (2021) data and information about the psychological effects virtual learning has made on our students is still being determined as the pandemic continues to roll on. Maggio’s et al (2021) study showed many negative impacts on the psychological well-being of students who participated in distance learning during the pandemic. I have to wonder if this kind of distance learning will begin to subside or at least taper off once it is not so readily needed anymore because of the pandemic? Finally, my own definition of distance learning evolved once more as I began to understand how it can permeate other sectors. Private companies, businesses, government and military agencies have all been known to provide distance education programs for their employees. Prior to this course, I had not really considered this to be included in my distance learning definition, but now I do. 

My revised definition of distance learning includes all students in K-12 and college level students, who use the Internet or digital classrooms to gain knowledge, communicate and participate in a learning environment, as well as any adult who participates in digital workshops, digital instruction for their own personal gain or for their profession. There are a plethora of Web 2.0 tools out there today that make learning in a digital world a bit easier on both the student and the teacher. As an adult distance learner, one might engage in distance learning for personal gain, like taking an online cooking course. Other adults may receive distance education as a function of their profession, like taking a course on dyslexia and earning a certificate in the topic, or taking courses to help become more proficient in programs with Google. I still believe that distance learning requires students and teachers to be separated geographically and that resources must be shared to create a learning experience. Distance education, as described by Gunawardena and McIsaac, 2013), is a two-dimensional framework that includes dialog (student to student and student to teacher) and structure (educational content created in a way that will meet the learners’ needs). Kandrmir and Cakmak (2021) noted that three types of interactions of quality must exist for effective distance learning. Those interactions are: learner-content; learner-teacher; learner-learner. With my broadened understanding of distance learning, I can now see how those interactions and structure can be present in any sector with any type of learner, not just college level courses. 

Keegan (in Simonson, Zvacek & Smaldino, 2019) shared the equivalency theory of American distance education to be an electronic linking of instructors to students through a virtual classroom and that equivalent learning experiences should be provided to each learner regardless of distance. Furthermore, the expectations of learners regardless of distance should also be equal. I do not know where the future of distance education is headed. I don’t know that I ever would have imagined in my lifetime the need to live through and teach through a global pandemic. I certainly never thought I would see a time when schools would close for health concerns. With that said, here we are. We are in 2022 and I am still teaching remotely at times. I personally feel that distance education is here to stay. However, as new technologies and tools emerge, I think the quality of distance learning will improve. I also feel that with time instructional approaches and content delivery systems will continue to improve. With those improvements, I think more people will be willing to participate in distance learning than ever before. Distance learning is here to stay and I know that with more people participating, more studies being conducted, and more research on the topic, it will only help the field maintain its place in the world of education. 

References

Gunawardena, C. N., & McIsaac, M. S. (2013). Distance education. In the Handbook of research on educational communications and technology (pp. 361–401). Routledge.

Kandemir, B., & Çakmak, E. K. (2021). Structure in Distance Learning: A Systematic Literature Review. Participatory Educational Research, 8(4), 139–170. https://doi.org/10.17275/per.21.83.8.4

Maggio, M. G., Stagnitti, M. C., Calatozzo, P., Cannavò, A., Bruschetta, D., Foti Cuzzola, M., Manuli, A., Pioggia, G., & Calabrò, R. S. (2021). What about the Consequences of the Use of Distance Learning during the COVID-19 Pandemic? A Survey on the Psychological Effects in Both Children and Parents. International Journal of Environmental Research and Public Health, 18(23). https://doi.org/10.3390/ijerph182312641

Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70-75.

Simonson, M., Zvacek, S., & Smaldino, S. (2019). Teaching and learning at a distance: Foundations of distance education (7th ed.) Information Age Publishing.

Targamadze, A., & Petrauskiene, R. (2008). The Quality of Distance Learning in the Situation of Technological Change. Quality of Higher Education, 5, 74–93.

From behaviorism to social learning and everything else in between, people have been trying to understand how people learn for at least 2000 years. The topic of the mind and learning seems to date back to Ancient Greece. Throughout the centuries, many have tried to explain the human mind and how it works. However, in the nineteenth century, advancements in science and technology finally allowed psychologists to gain a better understanding of the human mind, beginning with behaviorism. As society and our world continue to evolve, as well as continued advancements in the field of science and technology, more and more learning theories have gained momentum.

Throughout this course, learning theories have been the focal point of many assignments and discussions. As a teacher in the field of education for fifteen years, learning theories have been ingrained into my teaching philosophy. Through learning about the brain itself and how it works (Ormrod, Schunk & Gredler, 2009), I have gained a better understanding of cognitivism. What I thought was particularly interesting in this course, was reading about and participating in a debate over whether or not neuroscience should influence education. I understand both sides of the argument. Another great opportunity with the course was being able to complete the learning matrix that detailed each learning theory. Through that experience, I found myself comfortable with several learning theories and not just one. Looking back at Kapp’s (2007) blog post, I agree with Kapp on how he was trying to validate that no one learning theory can be all encompassing to explain the human brain and its processes. It is, rather, a collection of the -isms that comprise the workings of information processing and the behaviors that follow. This was eye opening, because as a teacher and lifelong learner, I have felt that I utilize many tenets of several learning theories in both my personal learning career and my professional teaching career. Overall, I learned that having a theory or model is an important prerequisite for quality curriculum design. Henson (2015) referred to a model like painting or a story, which is either written or visually represented, that describes one’s perception of reality.

Over the past few weeks, I was able to look inward and identify a learning challenge of my own. Through this process I learned a challenge I have with encoding, which is one of the three main cognitive processes (Ormrod in Laureate Education, n.d.). It was interesting to take in the experience of admitting a flaw in my own learning process. I think it helped me become a better educator because I am able to consider my own challenges when looking at the challenges my students may be facing. Another takeaway from this course was exploring and studying adult learning. According to Conlan, Grabowski, and Smith (2003), there are five assumptions that compose the basis of adult learning: the individual must be able to self-direct their learning; the individual must have an abundance of life experiences that provide a bedrock for new learning, in individual must have learning goals and needs that are tied to social roles; the individual is interested in applying the knowledge and skills obtained; and the the individual is motivated to learn on their own accord. Since this is my second online masters program, the tenets of adult learning made a lot of sense to me. Overall, I learned that learning is both similar and different in youths and adults. 

Finally, I have found that technology plays an integral role in the learning we participate in today in the 21st century. Technology can be used with each learning theory that we studied in this course. From using technology to monitor behaviors (behaviorism) to using technology to learn from each other socially. Technology has a role in learning and it is here to stay. What fascinates me most about technology and learning is that technology can enable students to learn at their own pace. Additionally, technology can help teachers reach students to meet their needs in new and different ways like never before. According to Waddell (2015), technology has been used to help improve and facilitate learning experiences that allow both student and teacher to gather, access, analyze, present, and transmit information quickly and efficiently. 

In closing, learning theories are well researched and well understood. The world is constantly changing, and thus humans are changing as well. As the human mind evolves to meet the demands of the new world in front of us, new and different learning theories will emerge just the way they have done in the past. It surely is an exciting time to study the mind and human development. 

References

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

Henson, K.T. (2015). Curriculum planning: Integrating multiculturalism, constructivism, and 

education reform (5th ed.). Long Grove, IL: Waveland Press

Kapp, K. (2007). Out and about: Discussion on educational schools of thought. Retrieved from https://karlkapp.com/out-and-about-discussion-on-educational/

Laureate Education (Producer). (n.d.b.). Information processing and problem solving [Video file]. Baltimore, MD: Author.

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York, NY: Pearson.

Waddell, J. (2015). The role of technology in the educational process. Michigan State University College of Education. Retrieved from https://education.msu.edu/green-and-write/2015/the-role-of-technology-in-the-educational-process/.

According to Utecht and Keller (2019), considering yourself “educated” in today’s world does not mean you can simply memorize information or know a plethora of facts. Rather, it is an individual’s ability to learn, then unlearn, and relearn information and facts quickly enough to apply what you know to this ever-changing world and landscape (Utecht & Keller, 2019). My learning connections have changed the way I learn. With access to information, answers to my questions at my fingertips, and a range of social networks both in-person and online, I am able to make decisions faster. According to Orey (2010), part of the learning process is about making decisions. With so many avenues to turn to for answers, I am able to learn more quickly and make more decisions as a result. 

There are many digital tools that one can use in today’s world to facilitate learning. For me, the Internet and social media platforms are the two that bring me the fastest results. For example, if our vacuum breaks, I can use the internet, likely Youtube, to search and find a solution to my problem. Before my search, I would not know how to fix vacuums, but after my search, I am able to apply the new knowledge gained to my situation. 

When I have questions that require me to gain new knowledge, I have several avenues to find answers. One way is to use the Internet and conduct a search. A second way is to use social media. For example, if I have a question about something in my children’s school district, I can post it to Facebook and a social network of other parents or people in the community will reply with answers. Another way is to conduct research, particularly for graduate school. I can use the Walden Library and search a plethora of articles and digital books for answers. Finally, as a professional with a professional social network of colleagues and administrators, I can turn to them for advice or with my questions. This can be done in person, via email, or on Zoom. 

According to Siemens (2005), there are eight principles of connectivism, which support the ways in which I learn through connectivism. As previously mentioned, and noted by Siemens (2005), one principle refers to decision making and how it is part of the learning process. Another principle involves nurturing connections in social networks and maintaining them to make connections for continual learning (Siemens, 2005). Goldie (2016) shared that learning truly occurs when networks are traversed, constructed, and participation in activities within the  networks will strengthen learning connections. I feel I abide by this principle when I am meeting with other professionals and participating in professional development networks. In addition, if I am interested in learning something that is not necessarily related to my profession, I can traverse through personal social networks of people. Lastly, Siemens (2005) shared that a diversity of opinions contributes to learning. I feel when I find varying opinions online or within my personal social networks, I retain more information and gain new knowledge and perspective. Overall, all of the principles of connectivism represent how I learn in one way, shape or form. 

References

Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age? Medical Teacher, 38(10), 1064–1069. https://doi-org.ezp.waldenulibrary.org/10.3109/0142159X.2016.1173661

Orey, M. (2010). Connectivism. Emerging Perspectives on Learning, Teaching, and Technology. http://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

Siemens G. 2005. Connectivism: a learning theory for the digital age. Int J Instr Technol Dis Learn 2:1–8; [cited 2015 Aug]. Available from: http://www.itdl.org/Journal/Jan_05/article01.htm.

Utecht, J., & Keller, D. (2019). Becoming relevant again: Applying connectivism learning theory to today’s classrooms. Critical Questions in Education, 10(2), 107–119.

“The human brain is an incredibly complicated mechanism that involves somewhere in the neighborhood of one hundred billion neurons” (Goodman & Tessier-Lavigne, 1997; Siegel, 1999 in Ormrod, Schunk & Gredler, 2009). This week we have learned about the brain and learning. The brain is a vital organ that is responsible for teaching itself and learning by itself (Suarez, Martinez & Mendoza, 2018). Pretty amazing! An excellent article called, “Brain and Learning” (Suarez, Martinez, Mendoza, 2018), shared a study conducted around the functioning of the brain as it is related to educational processes. Some key points that were pointed out in the study were that the brain has the ability to store an unlimited amount of information; the brain has different memory systems; and the brain produces more complex responses when there are greater environmental stimuli (Suarez, Martinez, Mendoza, 2018). The impact of this knowledge on the brain is that when a teacher knows the process of information acquisition, storage, and evocation, he/she can develop more appropriate instructional tasks (Suarez, Martinez, Mendoza, 2018). Furthermore, the knowledge of the brain, its systems, functions, and implications for learning allows a teacher educational opportunities (Suarez, Martinez, Mendoza, 2018). Finally, the article explains a nuanced area of academic exploration known as neuroeducation, which is the joint understanding of neuroscience and education to harmonize within teaching methodologies (Suarez, Martinez, Mendoza, 2018). Overall, this resource does a great job of sharing how neuroscience and education can be blended to benefit students in the classroom.
Another area of focus this week was on the cognitive process in problem solving. Ormrod (in Laureate Education, n.d.) shared that the three cognitive processes of problem solving include encoding, retrieval, and metacognition. “In a similar vein, cognitive processes are defined as the mental processes of an individual, with particular relation to a view that argues that the mind has internal mental states (such as beliefs, desires and intentions) and can be understood in terms of information processing, especially when a lot of abstraction or concretization is involved, or processes such as involving knowledge, expertise or learning” (Ekwait et al, 2019, p. 22). This resource contains a study of twenty-five seventh graders to trace their cognitive processes with regard to learning a specific math concept. Through data collection and analysis, researchers found which cognitive processes were helpful to the seventh graders in their pursuit of new math material (Ekwait et al, 2019). The study helped to show that an understanding of the cognitive processes activated and employed while learning a new math skill can help inform teaching and methodologies (Ekwait et al, 2019).
Overall, these two academic articles on the brain and problem solving shed light on the world of teaching and learning. The implications of neuroscience can be very helpful to teacher professionals who want to design instructional tasks that meet the needs of all learners.

References
Ekawati, R., Kohar, A. W., Imah, E. M., Amin, S. M., & Fiangga, S. (2019). Students’ cognitive processes in solving problem related to the concept of area conservation. Journal on Mathematics Education, 10(1), 21-36.
Goodman, C. S., & Tessier-Lavigne, M. (1997). Molecular mechanisms of axon guidance and target recognition. In W. M. Cowan, T. M. Jessell, & S. L. Zipursky (Eds.), Molecular and cellular approaches to neural development (pp. 108–137). New York: Oxford University Press.
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York, NY: Pearson.
Siegel, D. J. (1999). The developing mind: How relationships and the brain interact to shape who we are. New York: Guilford.
Suarez, A. M. S., Martinez, M. E. M., & Mendoza, L. R. M. (2019). Brain and learning. International Journal of Social Sciences and Humanities, 3(2), 128-135.

Amanda Valente’s Post to Dr. Caitlin R. Tucker’s Blog

Dear Dr. Caitlin,
Thank you for the blog post all about universally designed blended learning. As a teacher for 15 years, I have been using blended learning in my classroom of 5th graders for the last several years. As you well know, blended learning is the soft-spot between asynchronous and synchronous learning (Heliporn, Lakhal & Belisle (2021). I liked how you explained four different models for effective blended instruction. I personally employ the station rotation model and the hyperdoc learning model. What I like about the station rotation model is the ability to monitor and motivate students to rotate throughout each station. At times, students are working with technology and are in charge of their own learning path, whereas in other stations they are working directly with me. I feel that while in theory the choose your own path model has a place in the classroom, I find it harder to assess, monitor, or motivate students when this model is being employed. Do you know of any classroom management strategies or tips for teachers who chose to employ this model of blended learning?
Next, when you discussed the hyperdoc model of blended learning, all I could think about was the Bitmoji classroom pages that I have constructed over the years with Google Slides or the comprehensive Google Sites I have created for learning units. I had never known these fell into a category of blended learning, but I am happy to learn that all my hard work on such projects does have a place in learning models.
One specific project that I created for my 5th graders that fits into this blog post about blended learning was a technology project that I named blended delivery/flipped classroom/and a podcast too. For this project students started by listening to an exemplar history podcast at home. For step two, in school, students wrote their own three minute original podcast transcript. Third, students work on a digital presentation for the podcast that contains only images. This presentation would spotlight parts of the transcript. According to Vandenberg (2018), podcasts in the classroom can help flip the learning experience; provide stimulus for student learning; model form, language and structure; provide ideas for writing; and stimulate critical and creative thinking. Do you think this project fits in with blended learning?
Thanks for your post and time,
Amanda Valente
References
Heilporn, G., Lakhal, S., & Bélisle, M. (2021). An examination of teachers’ strategies to foster student engagement in blended learning in higher education. International Journal of Educational Technology in Higher Education, 18(1), 1–25. https://doi-org.ezp.waldenulibrary.org/10.1186/s41239-021-00260-3
Vandenburg, D. (2018). Using podcasts in the classroom. mETAphor, (2), 54-55. https://eds-a-ebscohost-com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?vid=5&sid=10d76377-fcaa-4f19-a639-c6bc91a4cba4%40sdc-v-sessmgr03

From viewing a fellow EDUC6115 classmate’s blog post, I found a great resource in the form of a blog by Dr. Caitlin Tucker. Tucker’s blog is unique because it shares a wealth of blog posts that contain useful and practical strategies for online and blended learning. Blended learning is the happy medium between face-to-face learning and online teaching (Heliporn, Lakhal, & Belisle, 2021). Blended learning has been linked to higher student engagement because of its multifaceted construct (Heliporn, Lakhal, & Belisle, 2021). Tucker’s focus for this blog is resources, podcasts, interviews, and books pertaining mainly to online learning and blended learning. One video posted by Tucker speaks to me about using Google Apps in the classroom. Additionally, Tucker has posted a fair amount of articles and blog posts about universally designed blended learning strategies for the classroom. Tucker’s blog is significant to me because as a teacher, I am looking for practical strategies, tips and tricks, and expert knowledge that I can use to design my lessons and implement them in the classroom. I appreciate the content on this blog that combines blog posts, podcasts, and videos. As a busy professional, it is nice to be able to listen to relevant content when I am away from my computer or classroom. When a blog contains both print and digital content, I think it speaks to a larger audience and allows for a greater variety of topics to be covered as well. Overall, this blog speaks to me right now because I am a classroom teacher and I am always looking for ways to improve my instruction and instructional design to meet my students’ needs. This blog has relevant content for teachers looking to do the same.
References
All things blended and online learning. (n.d.). Dr. Caitlin R. Tucker. Retrieved from https://catlintucker.com/
Heilporn, G., Lakhal, S., & Bélisle, M. (2021). An examination of teachers’ strategies to foster student engagement in blended learning in higher education. International Journal of Educational Technology in Higher Education, 18(1), 1–25. https://doi-org.ezp.waldenulibrary.org/10.1186/s41239-021-00260-3