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

Esyin Chew; Norah Jones; David Turner

doi:10.1007/978-3-540-85170-7_4

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 proceeding › Chapter › peer-review

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Abstract

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 language	English
Title of host publication	Hybrid Learning and Education
Subtitle of host publication	First International Conference, ICHL 2008 Hong Kong, China, August 13-15, 2008 Proceedings
Publisher	Springer
Pages	40 - 53
Number of pages	13
Volume	569
ISBN (Electronic)	978-3-540-85170-7
ISBN (Print)	978-3-540-85169-1
DOIs	https://doi.org/10.1007/978-3-540-85170-7_4
Publication status	Published - 31 Aug 2008

Publication series

Name	Lecture Notes in Computer Science
Publisher	Springer
Volume	5169
ISSN (Print)	0302-9743

Keywords

hybrid learning
blended learning
educational theory
eductional technology
higher education

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10.1007/978-3-540-85170-7_4Licence: CC BY-NC-ND

Chew_blended learning_2008Accepted author manuscript, 131 KBLicence: CC BY-NC-ND

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Chew, E., Jones, N., & Turner, D. (2008). Critical review of the blended learning models based on Maslow's and Vygotsky's educational theory. In Hybrid Learning and Education: First International Conference, ICHL 2008 Hong Kong, China, August 13-15, 2008 Proceedings (Vol. 569, pp. 40 - 53). (Lecture Notes in Computer Science; Vol. 5169). Springer. https://doi.org/10.1007/978-3-540-85170-7_4

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Chew, E, Jones, N & Turner, D 2008, Critical review of the blended learning models based on Maslow's and Vygotsky's educational theory. in Hybrid Learning and Education: First International Conference, ICHL 2008 Hong Kong, China, August 13-15, 2008 Proceedings. vol. 569, Lecture Notes in Computer Science, vol. 5169, Springer, pp. 40 - 53. https://doi.org/10.1007/978-3-540-85170-7_4

Critical review of the blended learning models based on Maslow's and Vygotsky's educational theory. / Chew, Esyin; Jones, Norah; Turner, David.

Hybrid Learning and Education: First International Conference, ICHL 2008 Hong Kong, China, August 13-15, 2008 Proceedings. Vol. 569 Springer, 2008. p. 40 - 53 (Lecture Notes in Computer Science; Vol. 5169).

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

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

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