@article{859373,
      recid = {859373},
      author = {Madden, Amanda G., and Margulieux, Lauren, and Kadel,  Robert S., and Goel, Ashok K.,},
      title = {Blended learning in practice : a guide for practitioners  and researchers /},
      pages = {xx, 390 pages :},
      abstract = {"Blended learning refers to environments that combine  face-face instruction with technology-mediated instruction.  The most common model is the 'flipped' classroom, where  lectures are viewed online outside of class time, leaving  more time for productive discussion, laboratory work, and  problem solving. In other models, discussion time can be  shifted to online platforms, or the syllabus can include a  combination of synchronous and asynchronous learning  modules. There is good evidence that the use of blended  learning can result in greater mastery of content and  metacognitive skills, as well enhancing student engagement  and satisfaction. The Georgia Institute of Technology has  been a leader in experimenting with various formats of  blended learning courses. Supported by the research and  development resources provided by the Center for 21st  Century Universities, instructors have implemented blended  learning models over a range of courses. This book brings  together case studies that document the design and learning  outcomes of blended learning courses at Georgia Tech. The  focus on one institution allows the disparate subject  matter and models to be seen against a consistent  background of institutional support and analysis. This set  of case studies provides teachers and instructional  designers with a rich array of examples and models to use  as inspiration for their own course design. The editors  have also included chapters on researching and designing  effective course assessments that can measure engagement  and learning outcomes"--},
      url = {http://library.usi.edu/record/859373},
}