The recent advent of wireless broadband Internet access and mobile communications devices has provided remarkable opportunities for 21st century blended learning models – simultaneous online and face-to-face – and seriously called into question the industrial-age traditional “egg crate classroom” model of teaching and learning. It has also enabled the emergence of a true synchronous/asynchronous and virtual/physical matrix of learning opportunities for which our existing built learning environment infrastructure is not well suited.
In response to these developments, many innovative learning environments are being trialed. These include an increasing focus on the “third space” which supports social forms of student interaction.
The important issue here, especially in universities, is that students can now learn off-campus on line.
Fuente: http://www.oecd.org/dataoecd/33/38/45565315.pdf
In response to these developments, many innovative learning environments are being trialed. These include an increasing focus on the “third space” which supports social forms of student interaction.
The important issue here, especially in universities, is that students can now learn off-campus on line.
Fuente: http://www.oecd.org/dataoecd/33/38/45565315.pdf
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