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

Downloads

Download data is not yet available.
Published
2006-03-01
How to Cite
Draffan, E. A., & Rainger, P. (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
Authors contributing to Research in Learning Technology retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (http://creativecommons.org/licenses/by/4.0/) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.