| Title: |
Digital Transformation in Blended Learning Environments. EENEE Analytical Report |
| Language: |
English |
| Authors: |
Anetta Caplanova; Jekatyerina Dunajeva; Paula Rodriguez; European Commission (Belgium), Directorate-General for Education, Youth, Sport and Culture; Public Policy and Management Institute (PPMI) (Lithuania); European Expert Network on Economics of Education (EENEE) |
| Source: |
European Union. 2024. |
| Availability: |
European Union. Available from: EU Bookshop. e-mail: bookshop@publications.europa.eu; Web site: http://bookshop.europa.eu/en/home/ |
| Peer Reviewed: |
N |
| Page Count: |
61 |
| Publication Date: |
2024 |
| Document Type: |
Reports - Research |
| Education Level: |
Elementary Secondary Education; Higher Education; Postsecondary Education |
| Descriptors: |
Educational Change; Blended Learning; Teaching Methods; Access to Computers; COVID-19; Pandemics; Inclusion; Transformative Learning; Learner Engagement; Special Needs Students; Rural Areas; Educational Opportunities; Access to Education; Instructional Design; Teacher Education; Academic Achievement; Faculty Development; Barriers; Technological Literacy; Pedagogical Content Knowledge; Educational Policy; Educational Planning; Elementary Secondary Education; Higher Education; Outcomes of Education; Foreign Countries |
| Geographic Terms: |
European Union |
| DOI: |
10.2766/061693 |
| ISBN: |
978-92-68-06755-0 |
| Abstract: |
Blended learning, a pedagogical approach that uses a mix of different physical environments as well as digital and non-digital learning tools, has emerged as a cornerstone of modern education. In particular, integrating traditional face-to-face teaching with technology-mediated instruction has gained momentum through the digital revolution and the exigencies of the COVID-19 pandemic, offering flexible, personalised and inclusive learning experiences. Blended learning undoubtedly possesses transformative potential to enhance the engagement, learning outcomes and critical thinking skills of students within an increasingly digitalised educational context. Blended learning can prove especially advantageous for students with special needs as well as those in remote areas, for whom it offers the potential to ensure educational continuity amid disruptions and to increase inclusivity. In realising these benefits, however, the present report underlines the importance of well-designed blended learning models, pedagogical strategies, teacher training and equitable access to technology. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
ED660803 |
| Database: |
ERIC |