ABSTRACT
Blended learning combines face-to-face instruction with electronic learning, delivering content outside the classroom via e-technology. Applying Bloom’s revised taxonomy, theoretically a blended-learning model allows lower-order, knowledge-level outcomes to be accomplished outside of class so that in-class activities can be focused on higher-order participatory outcomes such as applying, analyzing, evaluating and creating. This chapter defines blended learning and its relationship to flipped classrooms, briefly reviews its research literature and explores potential practical applications for its use in religious education. This chapter concludes with practical research data on creating effective blended-learning videos, including suggested video length, effective visual and audio elements, means for delivering videos to learners and enhancing student accountability for video content.
