AB+-+So+&+Bonk+(2010)


 * **Reference: ** || So, H.-J., & Bonk, C. J. (2010). Examining the roles of blended learning approaches in computer-supported collaborative learning (CSCL) environments: A Delphi study. //Educational Technology & Society, 13//(3), 189–200. Retrieved from ERIC Database. (EJ899878) ||
 * **Author's: ** || So, H.-J., & Bonk, C. J. ||
 * **Title:** || Examining the roles of blended learning approaches in computer-supported collaborative learning (CSCL) environments: A Delphi study. ||
 * **Year:** || 2010 ||
 * **Journal: ** || //Educational Technology & Society // ||
 * **Retrieval Information**: || Retrieved from ERIC Database. (EJ899878) ||
 * **Bibliography**: ||  ||
 * In this study the authors used a Delphi approach which is “ a time- and cost-efficient method to obtain opinions from experts without physically bringing them together for a face-to-face meeting ” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 191 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) and is seen as beneficial to (a) “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">identify current practice and perceived obstacles, <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” (b) “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">draw consensus on ill-defined problems or constructs, <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” and (c) “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">forecast future events and trends <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 191 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). In this study in round one eight open-ended questions were presented to 13 experts “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">to generate a list of statements for subsequent rounds <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 192 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). In round two “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">areas of agreement and disagreement <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 192 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) were identified among the panel members, in addition to self-ratings on levels of expertise, and ratings of which statements were the most important and why. The final round served to focus high consensus which was attained on most of the 38 items identified as important regarding blended learning. Blended learning combines “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">face-to-face instruction with technology-mediated instruction <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 189 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), and is encouraged because “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">simply turning classroom lectures into online learning formats does not necessarily provide students with the opportunities for rich interactions arising from engagement in activities that make learning experiences meaningful <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 189 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Retrieval Information**: || R<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">etrieved from ERIC Database. (EJ899878) ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Bibliography**: ||  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">In this study the authors used a Delphi approach which is “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">a time- and cost-efficient method to obtain opinions from experts without physically bringing them together for a face-to-face meeting <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 191 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) and is seen as beneficial to (a) “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">identify current practice and perceived obstacles, <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” (b) “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">draw consensus on ill-defined problems or constructs, <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” and (c) “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">forecast future events and trends <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 191 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). In this study in round one eight open-ended questions were presented to 13 experts “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">to generate a list of statements for subsequent rounds <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 192 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). In round two “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">areas of agreement and disagreement <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 192 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) were identified among the panel members, in addition to self-ratings on levels of expertise, and ratings of which statements were the most important and why. The final round served to focus high consensus which was attained on most of the 38 items identified as important regarding blended learning. Blended learning combines “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">face-to-face instruction with technology-mediated instruction <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 189 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), and is encouraged because “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">simply turning classroom lectures into online learning formats does not necessarily provide students with the opportunities for rich interactions arising from engagement in activities that make learning experiences meaningful <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 189 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||