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Active Blended Learning: Definition, Literature Review, and a Framework for Implementation

Active Blended Learning: Definition, Literature Review, and a Framework for Implementation

Alejandro Armellini, Brenda Cecilia Padilla Rodriguez
Copyright: © 2021 |Pages: 22
ISBN13: 9781799878568|ISBN10: 1799878562|EISBN13: 9781799878582
DOI: 10.4018/978-1-7998-7856-8.ch001
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MLA

Armellini, Alejandro, and Brenda Cecilia Padilla Rodriguez. "Active Blended Learning: Definition, Literature Review, and a Framework for Implementation." Cases on Active Blended Learning in Higher Education, edited by Brenda Cecilia Padilla Rodriguez and Alejandro Armellini, IGI Global, 2021, pp. 1-22. https://doi.org/10.4018/978-1-7998-7856-8.ch001

APA

Armellini, A. & Padilla Rodriguez, B. C. (2021). Active Blended Learning: Definition, Literature Review, and a Framework for Implementation. In B. Padilla Rodriguez & A. Armellini (Eds.), Cases on Active Blended Learning in Higher Education (pp. 1-22). IGI Global. https://doi.org/10.4018/978-1-7998-7856-8.ch001

Chicago

Armellini, Alejandro, and Brenda Cecilia Padilla Rodriguez. "Active Blended Learning: Definition, Literature Review, and a Framework for Implementation." In Cases on Active Blended Learning in Higher Education, edited by Brenda Cecilia Padilla Rodriguez and Alejandro Armellini, 1-22. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7856-8.ch001

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Abstract

This chapter focuses on the joint implementation of blended learning and active learning. The authors analysed 152 institutional websites containing definitions of these concepts. Blended learning is commonly, though arguably simplistically, viewed as the combination of face-to-face and online components. Active learning is often described as a pedagogical approach that engages students in higher-order thinking tasks, usually requiring collaboration with others. The authors systematically reviewed the literature on active blended learning (ABL). Health sciences is the most common field where empirical studies have been conducted. Most research used quantitative or mixed data and focused on the perspective of students. The tone of the discourse is predominantly positive, with an emphasis on the benefits of ABL. The chapter concludes by defining ABL as a pedagogical approach that combines sense-making activities with focused interactions in and outside the classroom. It puts forward a rationale and a framework for the implementation and scaling up of ABL in a higher education setting.