Building-a-Conceptual-Relational-Model-Among-Blended-Learning-Aspects-in-K-20-Education

Haruni Julius Machumu; Chang Zhu

doi:10.4018/978-1-7998-0242-6.ch002

Building-a-Conceptual-Relational-Model-Among-Blended-Learning-Aspects-in-K-20-Education

Haruni Julius Machumu, Chang Zhu

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Research › peer-review

Abstract

In this chapter, a conceptual relational model is built addressing the main actors of the K-20 education programmes and the key aspects of blended learning approach. The chapter goes beyond by addressing the K-20 education system in a lenses of technology integration in education, and that the K-20 education system cannot exist in remote. The chapter discusses the way blended learning and its related aspects and approaches are related to the K-20 education system. In its broad sense, the chapter suggests appropriate forces and delivery approaches be used in K-20 education.

Original language	English
Title of host publication	Emerging Techniques and Applications for Blended Learning in K-20 Classrooms
Publisher	IGI Global Publishing
Chapter	2
Pages	21-39
Number of pages	18
ISBN (Print)	978-1799802426
DOIs	https://doi.org/10.4018/978-1-7998-0242-6.ch002
Publication status	Published - Nov 2019

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OZR2721: International Joint Research Group - Online and Blended Learning and Teacher Professionalisation in the Digital Environment (OBLC)
Zhu, C. (Administrative Promotor), Wang, Q. (Co-Promotor), Tondeur, J. (Co-Promotor) & Sang, G. (Co-Promotor)
6/01/15 → 5/01/21
Project: Fundamental

Cite this

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title = "Building-a-Conceptual-Relational-Model-Among-Blended-Learning-Aspects-in-K-20-Education",

abstract = "In this chapter, a conceptual relational model is built addressing the main actors of the K-20 education programmes and the key aspects of blended learning approach. The chapter goes beyond by addressing the K-20 education system in a lenses of technology integration in education, and that the K-20 education system cannot exist in remote. The chapter discusses the way blended learning and its related aspects and approaches are related to the K-20 education system. In its broad sense, the chapter suggests appropriate forces and delivery approaches be used in K-20 education.",

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N2 - In this chapter, a conceptual relational model is built addressing the main actors of the K-20 education programmes and the key aspects of blended learning approach. The chapter goes beyond by addressing the K-20 education system in a lenses of technology integration in education, and that the K-20 education system cannot exist in remote. The chapter discusses the way blended learning and its related aspects and approaches are related to the K-20 education system. In its broad sense, the chapter suggests appropriate forces and delivery approaches be used in K-20 education.

AB - In this chapter, a conceptual relational model is built addressing the main actors of the K-20 education programmes and the key aspects of blended learning approach. The chapter goes beyond by addressing the K-20 education system in a lenses of technology integration in education, and that the K-20 education system cannot exist in remote. The chapter discusses the way blended learning and its related aspects and approaches are related to the K-20 education system. In its broad sense, the chapter suggests appropriate forces and delivery approaches be used in K-20 education.

U2 - 10.4018/978-1-7998-0242-6.ch002

DO - 10.4018/978-1-7998-0242-6.ch002

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BT - Emerging Techniques and Applications for Blended Learning in K-20 Classrooms

PB - IGI Global Publishing

ER -

Building-a-Conceptual-Relational-Model-Among-Blended-Learning-Aspects-in-K-20-Education

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OZR2721: International Joint Research Group - Online and Blended Learning and Teacher Professionalisation in the Digital Environment (OBLC)

Cite this