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Steffens, D., Reiss, M. (2010). Performance of Blended Learning in University Teaching: Determinants and Challenges. eleed, Iss. 6. (urn:nbn:de:0009-5-26270)
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%0 Journal Article %T Performance of Blended Learning in University Teaching: Determinants and Challenges %A Steffens, Dirk %A Reiss, Michael %J eleed %D 2010 %V 6 %N 1 %@ 1860-7470 %F steffens2010 %X Blended learning as a combination of classroom teaching and e-learning has become a widely represented standard in employee and management development of companies. The exploratory survey “Blended Learning@University” conducted in 2008 investigated the integration of blended learning in higher education. The results of the survey show that the majority of participating academic teachers use blended learning in single courses, but not as a program of study and thus do not exploit the core performance potential of blended learning. According to the study, the main driver of blended learning performance is its embeddedness in higher education. Integrated blended programs of study deliver the best results. In blended learning, learning infrastructure (in terms of software, culture, skills, funding, content providing, etc.) does not play the role of a performance driver but serves as an enabler for blended learning. %L 370 %K blended learning %K e-learning %K higher education %K university teaching %K integration of blended learning %K performance of blended learning %K hybrid concepts %U http://nbn-resolving.de/urn:nbn:de:0009-5-26270Download
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@Article{steffens2010, author = "Steffens, Dirk and Reiss, Michael", title = "Performance of Blended Learning in University Teaching: Determinants and Challenges", journal = "eleed", year = "2010", volume = "6", number = "1", keywords = "blended learning; e-learning; higher education; university teaching; integration of blended learning; performance of blended learning; hybrid concepts", abstract = "Blended learning as a combination of classroom teaching and e-learning has become a widely represented standard in employee and management development of companies. The exploratory survey ``Blended Learning@University'' conducted in 2008 investigated the integration of blended learning in higher education. The results of the survey show that the majority of participating academic teachers use blended learning in single courses, but not as a program of study and thus do not exploit the core performance potential of blended learning. According to the study, the main driver of blended learning performance is its embeddedness in higher education. Integrated blended programs of study deliver the best results. In blended learning, learning infrastructure (in terms of software, culture, skills, funding, content providing, etc.) does not play the role of a performance driver but serves as an enabler for blended learning.", issn = "1860-7470", url = "http://nbn-resolving.de/urn:nbn:de:0009-5-26270" }Download
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TY - JOUR AU - Steffens, Dirk AU - Reiss, Michael PY - 2010 DA - 2010// TI - Performance of Blended Learning in University Teaching: Determinants and Challenges JO - eleed VL - 6 IS - 1 KW - blended learning KW - e-learning KW - higher education KW - university teaching KW - integration of blended learning KW - performance of blended learning KW - hybrid concepts AB - Blended learning as a combination of classroom teaching and e-learning has become a widely represented standard in employee and management development of companies. The exploratory survey “Blended Learning@University” conducted in 2008 investigated the integration of blended learning in higher education. The results of the survey show that the majority of participating academic teachers use blended learning in single courses, but not as a program of study and thus do not exploit the core performance potential of blended learning. According to the study, the main driver of blended learning performance is its embeddedness in higher education. Integrated blended programs of study deliver the best results. In blended learning, learning infrastructure (in terms of software, culture, skills, funding, content providing, etc.) does not play the role of a performance driver but serves as an enabler for blended learning. SN - 1860-7470 UR - http://nbn-resolving.de/urn:nbn:de:0009-5-26270 ID - steffens2010 ER -Download
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PT Journal AU Steffens, D Reiss, M TI Performance of Blended Learning in University Teaching: Determinants and Challenges SO eleed PY 2010 VL 6 IS 1 DE blended learning; e-learning; higher education; university teaching; integration of blended learning; performance of blended learning; hybrid concepts AB Blended learning as a combination of classroom teaching and e-learning has become a widely represented standard in employee and management development of companies. The exploratory survey “Blended Learning@University” conducted in 2008 investigated the integration of blended learning in higher education. The results of the survey show that the majority of participating academic teachers use blended learning in single courses, but not as a program of study and thus do not exploit the core performance potential of blended learning. According to the study, the main driver of blended learning performance is its embeddedness in higher education. Integrated blended programs of study deliver the best results. In blended learning, learning infrastructure (in terms of software, culture, skills, funding, content providing, etc.) does not play the role of a performance driver but serves as an enabler for blended learning. ERDownload
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Full Metadata
Bibliographic Citation | e-learning and education, Iss. 6 |
---|---|
Title |
Performance of Blended Learning in University Teaching: Determinants and Challenges (eng) |
Author | Dirk Steffens, Michael Reiss |
Language | eng |
Abstract | Blended learning as a combination of classroom teaching and e-learning has become a widely represented standard in employee and management development of companies. The exploratory survey “Blended Learning@University” conducted in 2008 investigated the integration of blended learning in higher education. The results of the survey show that the majority of participating academic teachers use blended learning in single courses, but not as a program of study and thus do not exploit the core performance potential of blended learning. According to the study, the main driver of blended learning performance is its embeddedness in higher education. Integrated blended programs of study deliver the best results. In blended learning, learning infrastructure (in terms of software, culture, skills, funding, content providing, etc.) does not play the role of a performance driver but serves as an enabler for blended learning. |
Subject | blended learning, e-learning, higher education, university teaching, integration of blended learning, performance of blended learning, hybrid concepts |
Classified Subjects |
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DDC | 370 |
Rights | fDPPL |
URN: | urn:nbn:de:0009-5-26270 |