Critical review of the blended learning models based on Maslow's and Vygotsky's educational theory

摘要

Blended learning involves the combination of two fields of concern:education and educational technology. To gain the scholarly recognition fromeducationists, it is necessary to revisit its models and educational theoryunderpinned. This paper respond to this issue by reviewing models related toblended learning based on two prominent educational theorists, Maslow’s andVygotsky’s view. Four models were chosen due to their holistic ideas or vastcitations related to blended learning: (1) E-Moderation Model emerging fromOpen University of UK; (2) Learning Ecology Model by Sun Microsoft System;(3) Blended Learning Continuum in University of Glamorgan; and (4) InquirybasedFramework by Garrison and Vaughan. The discussion of each modelconcerning pedagogical impact to learning and teaching are made. Criticalreview of the models in accordance to Maslow or Vygotsky is argued. Suchreview is concluded with several key principles for the design and practice in blended learning.