Integration Models for Hybrid Online Education in the K-12 Classroom

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Doering, A. & Veletsianos, G. (2008). Integration Models for Hybrid Online Education in the K-12 Classroom. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 1069-1074). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/27324.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2008
Las Vegas, Nevada, USA
March 3, 2008
ISBN 1-880094-64-9
  Karen McFerrin, Roberta Weber, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Aaron Doering, George Veletsianos, University of Minnesota, United States

Abstract

In this paper we sought to understand how teachers chose to integrate a hybrid online education program in their classrooms and how how students' experiences were influenced by the integration. Data collected via classroom observations, personal interviews, and focus groups suggest four integration models: curriculum-based, activities-based, standards-based, and media-based. These models are discussed in the context of adventure learning in particular and hybrid online education in general.

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