Study finds "blended" or "hybrid" learning is at least as effective-possibly more effective-than traditional university courses with three hours weekly of face-time with professors.
Allen G. Sens (Ph.D, Queen's) specializes in international relations, with a research and teaching focus on international security. He has a particular interest in armed conflict and conflict management, and maintains research agendas on peace operations, peacebuilding, European security, and Canadian foreign and defence policy. Dr. Sens is currently Chair of the Faculty of Arts Curriculum Committee. He is also currently serving as a Special Advisor to the Provost and Vice President Students. Allen Sens is also co-coordinator of the Terry Project, and is a co-teacher of ASIC 200, an integrated Arts/Science course in global issues. He is a graduate of the UBC Certificate Program in Teaching and Learning in Higher Education. In 2003, Dr. Sens was a recipient of the UBC Killam Teaching Prize.
"In this model, the online content is generally " wrapped" with some face-to-face class time by a local instructor, who can facilitate discussion, answer questions, ensure that students are making progress, and possibly augment the course with additional content and/or assessments."
This paper locates the notion of technological revolutions in the Neo-Schumpeterian effort to
understand innovation and to identify the regularities, continuities and discontinuities in the process of
innovation. It looks at the micro- and meso-foundations of the patterns observed in the evolution of
technical change and the interrelations with the context that shape the rhythm and direction of innovation.
On this basis, it defines technological revolutions, examines their structure and the role that they play in
rejuvenating the whole economy through the application of the accompanying techno-economic paradigm.
This over-arching meta-paradigm or shared best practice 'common sense' is in turn defined and analysed
in its components and its impact, including the influence it exercises on institutional and social change.
"Let's stop looking to technology for everything or nothing. Instead, let's think about what technology could look like, and figure out how to deploy it to make the world better for students and to use our way-undervalued teachers' time and energy more wisely."
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