THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF BLENDED LEARNING: A REVIEW FOR COMPUTER SYSTEMS AND SOFTWARE SUPPORT EDUCATION
Keywords:
blended learning, theoretical foundations, instructional design, Community of Inquiry, systems theory, educational technologyAbstract
Blended learning—combining face-to-face instruction with online/digital modalities—has become a central approach in higher education, especially in fields with strong technological components such as computer systems and software support. This article reviews the principal theoretical and methodological underpinnings of blended learning, including systems theory, educational communication, learning theories (behaviorism, cognitivism, constructivism, connectivism), activity theory, social presence frameworks (e.g. Community of Inquiry), and instructional design principles (e.g. Merrill’s First Principles, scaffolding). Based on a synthesis of 20 recent studies, the article proposes a conceptual model for designing blended learning in computing curricula, discusses challenges and implications, and offers recommendations for future research and practice.
References
(Below is a sample list of 20 references used. In your final version, adjust numbering and pages based on what you actually consult.)
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