What is Blended Learning?
Blended learning is a formal education program in which a student learns at least in part through delivery of content and instruction via digital and online media with some element of student control over time, place, path, or pace. While students still attend “brick-and-mortar” schools with a teacher present, face-to-face classroom methods are combined with computer-mediated activities. Blended learning is also used in professional development and training settings.
Kayode C. Victor Adebowale
I am deeply passionate about promoting global access to education using online and blended learning modalities of instructional delivery. My experiences in K-12 and postsecondary education is what I bring to Blended Learning and Study Center.
At the K-12 level, I was part of the committee that wrote and published the Virtual Learning Program rubric adopted by New York State Education Department (NYSED), Rhode Island, and Massachusetts State Education Agencies (SEAs).
At the State level, I worked with NYSED Office of Educational Design and Technology to develop and implement K-12 online and blended learning policies, specifically Commissioner's Regulation 100.5(d)(10)--credit for online and blended courses. I also helped evaluate, monitor, and manage the Virtual (online and blended) Advanced Placement grant, and wrote some policy briefs for the NYSED Board of Regents.
At the higher education level, I pioneered and taught a hybrid research course to high school students at Stony Brook University (SBU) Science and Technology Entry Program (STEP). In fact, one of my students who was involved in varsity soccer kept up with the course by logging in remotely from wherever her game was held.
I have taught online and blended undergraduate and graduate courses for the past seven years using Blackboard Learn, Moodle, Google Classroom, Adobe Connect, Blackboard Collaborate, Skype, and a host of other web 2.0 technologies.
Sato, E., Sohn, H., Chen, J., Adebowale, K., &Jourdain, S. (2015). Building Innovative Online Korean and Japanese Courses: A Pilot on Technology-enhanced Curriculum Development. Journal of Educational Technology Systems.
(Adebowale) Ekwunife-Orakwue, K. &Teng, T. (2014). The impact of transactional distance dialogic interactions on student learning outcomes in online and blended learning environments. Computers & Education Journal. Vol. (78): 414-427.
“Virtual Learning Program Rubric.” Crean Davis, A., Gaines, J., Paul. A., &Rukobo, E.Z. (2014). Philadelphia, PA: Center on Innovations in Learning.
Adebowale (Ekwunife-Orakwue), K., Chen J., Jourdain, S., Sato, E. and Sohn, H. (2015, May). Building Innovative Open Korean and Japanese Courses: A Pilot on Technology-enhanced Curriculum Development. Paper presented at SUNY Conference on Instruction and Technology (CIT).
Adebowale, K. (2015, February). TheImpact of Transactional Distance Dialogic Interactions on Student Learning Outcomes in Online and Blended Learning Environments. Paper presented at Emerging Researchers National Conference.
Adebowale, K. &Teng, T.(2011, November). The Impact of Learner and LE Factors on Student Learning Outcome in Online Learning Programs at SBU. Paper presented at Sloan Consortium International Conference on Online Learning.
Adebowale, K. &Teng, T.(2010, October). The Hybrid Learning Model used by the Department of Technology and Society’s Overseas Master’s Program in Global Operations Management (GOM) and Technological Systems Management (TSM). Paper presented at the Association for theAdvancement of Computing in Education (AACE).