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A Pedagogics Pattern Model of Blended e-Learning: A Step towards Designing Sustainable Simulation-Based Learning

A Pedagogics Pattern Model of Blended e-Learning: A Step towards Designing Sustainable Simulation-Based Learning
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Author(s): Michel Labour (Univ Lille Nord de France, France) and Christophe Kolski (UVHC, LSC, France)
Copyright: 2010
Pages: 24
Source title: Affective, Interactive and Cognitive Methods for E-Learning Design: Creating an Optimal Education Experience
Source Author(s)/Editor(s): Aimilia Tzanavari (University of Nicosia, Cyprus) and Nicolas Tsapatsoulis (Cyprus University of Technology, Cyprus)
DOI: 10.4018/978-1-60566-940-3.ch006



In this chapter, we examine blended e-learning design based on user feedback commonly found in grassroots educational practice. After outlining three approaches to understanding blended e-learning, we present Marcia Bates’s informational process approach to bring together the design theory of Christopher Alexander and the instructional theory of Jean Houssaye. This results in our pedagogics pattern model to transcribe blended e-learning practice in a hands-on way to both instructional designers and educational practitioners using e-learning to satisfy the emotional and cognitive needs of learners. The Model takes into account the dynamics between technology-bounded determinism of e-learning and users’ need to develop their personal emotional and cognitive preferences. We present case studies demonstrating the viability of our approach in simulation-based learning in Human-Computer Interface design, and writing an online troubleshooting wiki about network computing in English. The study used a qualitative method to evaluate feedback data in the form of tutor self-reports, learners’ reports, examination results, and a collective analysis of three experienced tutors-researchers.

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