Skip to main content
Article thumbnail
Location of Repository

A model for the identification of challenges to blended learning

By Peter Rainger and E. A. Draffan


A model for an inclusive approach to the identification of challenges to blended learning as a means to identify educational accessibility issues is presented. By focusing on both the learner and teacher perspectives, the model encompasses a broad range of factors, including learner characteristics, learning and teaching environments, interactions and activities. The proposed model provides a starting point for the identification of challenges to learning from a socio‐cultural perspective rather than a medical or rehabilitation perspective. This holistic perspective is key to moving ‘thinking’ towards a more inclusive learning approach that embraces the needs of all learners, regardless of a defined disability

Topics: LB Theory and practice of education, LC1022 - 1022.25 Computer-assisted Education
Publisher: Routledge
Year: 2006
DOI identifier: 10.1080/09687760500479787
OAI identifier:

Suggested articles


  1. (2002). A cognitive model for non-linear learning in hypermedia programmes, doi
  2. (2006). Available online at: (accessed 5
  3. (1986). Cognitive conceptions of learning, doi
  4. (1994). Cognitive styles and online searching, doi
  5. (2001). Dyslexia, metacognition and learning styles, in: G. Shiel & U. Ni Dhalaigh (Eds) Reading matters: a fresh start (Dublin, Reading Association of Ireland),
  6. (1977). Field-Dependent and Field-Independent cognitive styles and their educational research, doi
  7. (2003). Flow experience and positive affect during hypermedia learning, doi
  8. (1998). Hypermedia and learning styles: can performance be influenced?,
  9. (2003). IMS Learner Information Package (LIP) accessibility for LIP best practice and implementation guide. Available online at: (accessed 5
  10. (2003). Learning styles and academic outcome: the validity and utility of Vermunt’s Inventory of Learning Styles in a British higher education setting, doi
  11. (1993). Learning with hypertext; problems, principles, and prospects. Available online at: (accessed 5
  12. (1991). Psychological dimensions of user–computer interfaces, Eric Digest.
  13. (1977). reprint edition,
  14. (2001). Rethinking university teaching: a framework for the effective use of educational technology doi
  15. (1991). Self-direction for lifelong learning
  16. (2003). The key to e-learning is b-learning, doi

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.