Abstract
Immature blended learning systems are often technology-intensive rather than knowledge-intensive or human-oriented. Most attentions on blended learning have been substantially poured to technology-mediated e-learning. This paper discusses some issues on blended learning beyond technology introduction, including the objectives of blending in terms of knowledge creation, skill development, personality development and social development, and contexts involved in blended learning beyond technical mediation.
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Li, L., Zheng, Y., Zheng, F. (2011). Perception of Technology Introduction in Blended Learning. In: Lin, S., Huang, X. (eds) Advances in Computer Science, Environment, Ecoinformatics, and Education. CSEE 2011. Communications in Computer and Information Science, vol 216. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-23345-6_64
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DOI: https://doi.org/10.1007/978-3-642-23345-6_64
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