PUMA
Istituto per le Tecnologie Didattiche     
Trentin G., Wheeler S. Teacher and Student Responses to Blended Environments. E. Stacey, P. Gerbic (eds.). Hershey, Pa, USA: Information Science Reference, 2009.
 
 
Abstract
(English)
This chapter provides a further two European perspectives on blended learning. The first section is an overview of the ways in which the concept of blended solutions is interpreted in the Italian networkbased education context. Results of research carried out at some Italian Universities about various approaches to technology enhanced learning (TEL) are described which account for an increasing tendency of teachers to choose blended solutions. On the basis of interviews with 250 teachers some important blended solutions sustainability factors are analyzed pertaining to the pedagogical, professional, socio- cultural, informal dimensions as well as the content, organizational, economic and technological. In the second section of the chapter, an overview of blended and personalised learning in the United Kingdom is presented, with a critical review of some of the recent British research into the efficacy of learning management system (LMS) based blended learning approaches. Central to the chapter section is a discussion regarding the future of the LMS and how the network generation is migrating toward social networking sites and mobile technology to connect with their peers. The chapter finishes with the suggestion that personalised learning environments (PLEs) will be their preferred blended learning and communication approach.
Subject Learning management system
Personalised Learning Environments
Technology enhanced learning


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