Critical review of the blended learning models based on Maslow's and Vygotsky's educational theory

Esyin Chew, Norah Jones, David Turner

    Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

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    Blended learning involves the combination of two fields of concern: education and educational technology. To gain the scholarly recognition from educationists, it is necessary to revisit its models and educational theory underpinned. This paper respond to this issue by reviewing models related to blended learning based on two prominent educational theorists, Maslow’s and Vygotsky’s view. Four models were chosen due to their holistic ideas or vast citations related to blended learning: (1) E-Moderation Model emerging from Open University of UK; (2) Learning Ecology Model by Sun Microsoft System; (3) Blended Learning Continuum in University of Glamorgan; and (4) Inquirybased Framework by Garrison and Vaughan. The discussion of each model concerning pedagogical impact to learning and teaching are made. Critical review of the models in accordance to Maslow or Vygotsky is argued. Such review is concluded with several key principles for the design and practice in blended learning.
    Original languageEnglish
    Title of host publicationHybrid Learning and Education
    Subtitle of host publicationFirst International Conference, ICHL 2008 Hong Kong, China, August 13-15, 2008 Proceedings
    Pages40 - 53
    Number of pages13
    ISBN (Electronic)978-3-540-85170-7
    ISBN (Print)978-3-540-85169-1
    Publication statusPublished - 31 Aug 2008

    Publication series

    NameLecture Notes in Computer Science
    ISSN (Print)0302-9743


    • hybrid learning
    • blended learning
    • educational theory
    • eductional technology
    • higher education


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