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Blended learning or hybrid learning, also known as technology-mediated instruction, web-enhanced instruction, or mixed-mode instruction, is an approach to education that combines online educational materials and opportunities for interaction online with physical place-based classroom methods.
The degree was created by Pr. Dominique Boullier and Pr. Jean-Paul Barthes. It offered 15 different courses, a serious game and several case studies on CD-ROM as well as a close coaching of the 20 to 25 students enrolled each year. The format was more of a blended learning type since the students met every two months for a face to face session.
The self-blended model of learning (or self-blend model of learning) is a model of blended learning in which students take self-directed online courses in addition to their traditional face-to-face learning. [1] It differs from blended learning models in which teachers assign online content and resources, since in self-blended learning it is ...
mLearning or M-learning is where education is provided via a mobile phone device. The advantages are that learners can learn while on-the-go. However, the material that can be presented is limited and this format is considered best for short targeted learning. [11] Through the use of mobile technologies, learning while travelling is possible.
Early applications of a blended mobility format can be found back in 2009. [8] Through this project an environment was created which encourages the development of students’ soft skills, such as teamwork and communication, in an international setting by means of an innovative instruction paradigm to improve such skills without expensive and ...
Narrative intelligence enables an AI engine to dynamically generate descriptions based on users' actions at various points within the story. [6] Solutions include: Scripted intelligent agents may serve as characters in an online learning environment to guide students, offer feedback and clarification, or provide scripted responses to questions.
GRALE play a key role in meeting UNESCO's commitment to monitor and report on countries' implementation of the Belém Framework for Action. [1] This framework was adopted by 144 UNESCO Member States at the Sixth International Conference on Adult Learning and Education (CONFINTEA VI), which was held in Belém, Brazil in 2009.
The schedules of learning modalities are customized individually and the teacher-of-record is on-site. Though most of the instructions are given online, the face-to-face support as needed by the student is given by the teacher-of-records and adults through activities such as group projects, small group instruction and individual tutoring . [ 2 ]