A new paper describes the roles and essential competencies of blended-learning teachers and provides guidance to school leaders for recruiting and selecting blended-learning teachers.
As blended learning continues to grow, one of the challenges education leaders are facing is the fact that knowledge of the concept spreads faster than expertise on how to foster and support it.
Course access programs allow students to enroll in a variety of online, blended, and face-to-face courses from a wide selection of accountable providers, in addition to the courses they take through their local schools
The power of educational technology does not come from replacing teachers, but from empowering teachers to provide better instruction.
As more and more schools adopt blended learning in the years to come, the nature of teaching is going to change.
At one credit recovery program, it is fascinating to see how blended learning impacts students’ relationships with their teachers and improves the non-academic aspects of their learning.
How can we capture the benefits of course choice while also protecting students from poor-quality course choice providers?
Historically, new innovations have the best chance for success if they deliberately decide not to start off in the big league with the most demanding applications and customers.
Established programs face competing demands from other conflicting priorities that they have developed through years of operation in the traditional system of higher education.
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