A HYBRID E-LEARNING MODEL INCORPORATING SOME OF THE PRINCIPAL LEARNING THEORIES.

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Bibliographic Details
Title:	A HYBRID E-LEARNING MODEL INCORPORATING SOME OF THE PRINCIPAL LEARNING THEORIES.
Authors:	TSAI, AUGUST
Source:	Social Behavior & Personality: an international journal. 2011, Vol. 39 Issue 2, p145-152. 8p.
Subjects:	Learning theories in education, Internet in education, Collaborative learning, Scaffolded instruction, Instructional innovations, Learning communities, Online education, Computer assisted instruction, Telecourses, Virtual schools, Philosophy of education
Abstract:	In the context of e-learning many learning theories used in the physical classroom situation, including learning in a community adaptive, collaborative, scaffolding, and scenario learning, have been adopted and validated. Based on these learning theories, an electronic platform and set of procedures for applying a hybrid e-learning model to an internationally accredited training course in industry was explored, developed, and evaluated for this study. This hybrid e-learning system provided electronic, illustration, group learning, comprehension, and workshop learning units and complied with the training objectives of the designated course. The validation of this model was positive and the results indicated that the proposed hybrid e-learning course could be further improved by taking into consideration individual learners' attributes. [ABSTRACT FROM AUTHOR]
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Database:	Psychology and Behavioral Sciences Collection

Description
Abstract:	In the context of e-learning many learning theories used in the physical classroom situation, including learning in a community adaptive, collaborative, scaffolding, and scenario learning, have been adopted and validated. Based on these learning theories, an electronic platform and set of procedures for applying a hybrid e-learning model to an internationally accredited training course in industry was explored, developed, and evaluated for this study. This hybrid e-learning system provided electronic, illustration, group learning, comprehension, and workshop learning units and complied with the training objectives of the designated course. The validation of this model was positive and the results indicated that the proposed hybrid e-learning course could be further improved by taking into consideration individual learners' attributes. [ABSTRACT FROM AUTHOR]
ISSN:	03012212
DOI:	10.2224/sbp.2011.39.2.145