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The Joyous Paradox of Making the Multitude the Norm: Blended Learning as a Reconstructive Act

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Blended Learning: Engaging Students in the New Normal Era (ICBL 2022)

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Abstract

As educational decision makers and learning design professionals alike explore how to move beyond emergency measures enacted during the pandemic, much conversation centers around the idea of the “new normal.” In this paper, I explore the idea of the “new normal” along with why blended learning has such strong appeal as both a micro and macro strategy. Metamodernist theory helps to frame the discussion on how seemingly contradictory ideas may be brought together and how blending is a form of reconstruction.

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Authors and Affiliations

  1. University of New Mexico, Albuquerque, NM, USA

    Stephanie Moore

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  1. Stephanie Moore
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Correspondence to Stephanie Moore .

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Editors and Affiliations

  1. The Hong Kong Polytechnic University, Hong Kong, China

    Richard Chen Li

  2. Hong Kong Metropolitan University, Hong Kong, China

    Simon K. S. Cheung

  3. The Hong Kong Polytechnic University, Hong Kong, China

    Peter H. F. Ng

  4. Tung Wah College, Hong Kong, China

    Leung-Pun Wong

  5. Hong Kong Metropolitan University, Hong Kong, China

    Fu Lee Wang

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Moore, S. (2022). The Joyous Paradox of Making the Multitude the Norm: Blended Learning as a Reconstructive Act. In: Li, R.C., Cheung, S.K.S., Ng, P.H.F., Wong, LP., Wang, F.L. (eds) Blended Learning: Engaging Students in the New Normal Era. ICBL 2022. Lecture Notes in Computer Science, vol 13357. Springer, Cham. https://doi.org/10.1007/978-3-031-08939-8_3

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  • DOI: https://doi.org/10.1007/978-3-031-08939-8_3

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