A model for the identification of challenges to blended learning

  • E. A. Draffan
  • Peter Rainger
DOI: https://doi.org/10.3402/rlt.v14i1.10937

Abstract

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.

DOI: 10.1080/09687760500479787

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Published
2006-03-01
How to Cite
DraffanE. A., & RaingerP. (2006). A model for the identification of challenges to blended learning. Research in Learning Technology, 14(1). https://doi.org/10.3402/rlt.v14i1.10937
Issue
Vol. 14 No. 1 (2006)
Section
Original Research Articles
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