Driving, sustaining and scaling up blended learning practices in higher education institutions: A proposed framework (original) (raw)
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Research in Learning Technology
The rapidly changing digital landscape is having a significant influence on learning and teaching. Our study assesses the response of one higher education institution (HEI) to the changing digital landscape and its transition into enhanced blended learning, which seeks to go beyond the early implementation stage to make the most effective use of online learning technologies to enhance the student experience and student learning outcomes. Evidence from a qualitative study comprising 20 semi-structured interviews, informed by a literature review, has resulted in the development of a holistic framework to guide HEIs transitioning into enhanced blended learning. The proposed framework addresses questions relating to the why (change agents), what (institutional considerations), how (organisational preparedness) and who (stakeholders) of transitions into enhanced blended learning. The involvement of all stakeholder groups is essential to a successful institutional transition into enhanced blended learning.
Core conceptual features of successful blended learning in higher education: Policy implications
Education Policy Analysis Archives
COVID-19 has “taught” universities worldwide that using digital technologies to support purely online or blended learning is a survival strategy. This lesson plus the inclusion of technology in continental, national, and university policies and strategic plans implicate significant technology integration, especially blended learning, in higher education in the post-pandemic era. However, there lacks sound theoretical frameworks to adequately explain success indicators and success factors in blended learning. Existing frameworks provided particulars about the impacts of blended learning within certain contexts; none provided a comprehensive analysis of the significant factors that transcend specific application contexts. Moreover, the frameworks did not offer clear conceptions of knowledge, teaching, learning, and technology and its role in learning. To better inform successful blended learning adoption, this study problematizes success indicators and success factors based on a confi...
The rapid advancement of technologies and their ubiquitous use in our daily lives have dramatically changed the way knowledge is created and disseminated. As a technology-enhanced pedagogical approach, blended learning – the deliberate combination of online learning with face-to-face classroom-based learning – provides higher education institutions (HEIs) with the opportunities to enhance the quality of teaching and learning. While many of these opportunities have been well-documented in the literature, implementing and scaling up blended learning courses pose enormous challenges for HEIs in the Asia-Pacific region. To address these challenges, UNESCO Bangkok in partnership with The Education University of Hong Kong (EdUHK) launched a two-year project to build the capacity of HEIs for blended learning. One of the outcomes of the project was this book by a team of blended learning experts and leaders in the region. Blended Learning for Quality Higher Education presents a framework and self-assessment tool developed from a holistic view of building institutional capacity to drive, sustain, and scale up blended learning. It incorporates case studies from experienced HEIs in the region to demonstrate how the framework and its dimensions could be operationalised, and how the gaps identified in the self-assessment exercise could be addressed.
Critical Factors for Implementing Blended Learning in Higher Education
International Journal of Information and Communication Technologies in Education
The use of blended learning environments in higher education has rapidly increased in the 21st century. Tools and techniques that initially were used in experimental distance education courses are today part of mainstream education with blended learning as a continuum between traditional face-to-face teaching and pure online courses. In this wide variety of course design there are success stories, but at the same time examples with low pass rates and poor learning outcomes. The research question for the study is: Which aspects have to be considered in the design and implementation of blended learning in higher education? To answer this question, 15 selected publications were analysed in a literature review with the aim to identify important and critical factors when implementing blended learning in higher education. As a result of the inductive analysis around 50 found factors have been grouped into 10 Categories of critical factors and 4 Blended learning perspectives in a strive to...
EXPLORING THE SIGNIFICANCE OF BLENDED LEARNING IN A HIGHER EDUCATIONAL INSTITUTION
i-manager's Journal of Educational Technology (JET), 2024
The study explores the significance of blended learning in higher education, particularly at Ravenshaw University in India. It aims to investigate the effectiveness of blended learning during the COVID-19 pandemic, its impact on the learning process, its suitability for large student groups, and the role of online resources. The study employs a purely qualitative approach and utilizes a descriptive survey design to understand the effectiveness of blended learning as perceived by postgraduate students of Ravenshaw University in their learning process. A sample of 40 students was purposively selected for this study. Data collection involved the use of an open-ended questionnaire, which was analyzed through thick description. The results highlight the adaptability and transformative potential of blended learning, particularly during crises, while also identifying challenges such as the need for basic technical knowledge. The study emphasizes the necessity for institutions to invest in infrastructure, address equity and accessibility concerns, and prioritize faculty development to effectively integrate blended learning into higher education. Embracing blended learning offers an opportunity to create a more inclusive, innovative, and resilient learning environment. However, sustained investment in infrastructure, resources, and professional development remains essential for its successful integration.
International Journal of Educational Technology in Higher Education, 2018
This article seeks to support decision-making processes in higher education institutions interested in using blended learning (from now on bLearning) as a complement to other learning ecologies. It explores factors that could influence an institution's decision to implement bLearning and addresses questions that should be answered in this regard. It aims to serve as a framework to strategic and tactical decisions around bLearning as a complement to other learning modalities. Questions aimed at supporting the construction of multidimensional bLearning environments that transform educational practices are raised around themes requiring critical analysis to materialize the bLearning implementation strategy: educational, operational and business models. This work concludes with an analysis of how to achieve the institutional transformation process, including how to articulate the bLearning modality with existing pedagogical approaches such that bLearning innovations become institutionalized and sustainable. Teaching and learning modalities in higher education institutions
Blended learning in higher education: Institutional adoption and implementation
Computers & Education, 2014
Relatively little of the current research on blended learning (BL) addresses institutional adoption issues. Additional research is needed to guide institutions of higher education in strategically adopting and implementing blended learning on campus. The authors conducted a prior study in which they proposed a framework for institutional BL adoption , identifying three stages: (1) awareness/exploration, (2) adoption/early implementation, and (3) mature implementation/growth. The framework also identified key strategy, structure, and support issues universities may address at each stage. The current study applies this adoption framework to 11 U. S. institutions participating in a Next Generation Learning Challenge (NGLC) grant and attempting to transition from an awareness/exploration of BL to the adoption/early implementation phase. The study also compares U.S. institutional strategy, structure, and support approaches to BL adoption and identifies patterns and distinctions.
The purpose of this paper is to highlight practical challenges in the process of the adoption of blended learning, and to suggest specific solutions, which may be applicable to all types of academic institutions, but are primarily intended for small private organizations. One of the barriers discussed in the paper is the skeptical attitude of faculty. While many institutions are embracing online methods of instruction, there are still many academics who are not convinced. Researchers have identified the resistance of faculty as a major obstacle to the widespread adoption of various forms of elearning. The reasons behind this notorious resistance to innovation are well understood by now, but there have been few attempts to provide specific suggestions for how to transform this attitude. The strongest argument is usually the evidence of the improved learning outcomes. However, as many researchers admit, it may be difficult to collect such evidence. We propose a different approach. Our suggestion is to focus on measuring the level of student satisfaction and the improvements in students' learning experience. High level of student satisfaction is particularly important for private institutions, and therefore it may be a powerful practical argument in favor of blended learning. The paper shares the experience of adopting blended learning at a private postgraduate institution in Southern Europe. In 2011 the Chairman of this business school set the goal to introduce e-learning to enrich the traditional ways of teaching and learning. The author of this paper, one of the resident professors, has been given the task of leading the blended learning initiative at the school. The research presented in this paper is of empirical nature, and is using both quantitative and qualitative methods. The findings of the paper are based on the author's observations from interviews with faculty, staff, students and alumni, and also on the results of the students' surveys conducted by the author over the period of January 2012 -April 2013. The main findings of this paper can be summarized as follows. For the successful adoption of blended learning the positive attitude of faculty, staff and students is of crucial importance. An effective way to change the attitude of academics is to start the process with only one blended course (or just a few), which will be created and run as a pilot test by an enthusiastic professor, with the aim to ensure highly positive feedback from students, and using it as a best convincing argument for innovative teaching. The paper proposes a specific evaluation form to be used in the collection of students' feedback. The author presents the results of such evaluations, and argues that the students' positive responses truly made a difference and transformed the institutional attitude. At the same time, they contributed towards quality assurance and quality enhancement processes at the school.
Implementation of Blended Learning in Higher Learning Institutions: A Review of Literature
International Education Studies, 2016
While many educational premises including higher learning institutions favor blended learning over traditional approach and merely online learning, some academicians are still apprehensive about teaching in blended learning. The aim of this review is to synthesize the available evidence in the literature on challenges faced in implementing blended learning as well as the recommendations or lessons learnt from the experience. Eight articles published between January 2010 and December 2013 were appraised. This review revealed that among the challenges faced by the instructors are increased workload and time devotion, lack of pedagogical and technical skills to conduct the program and difficulty in finding the right blend between face-to-face and online learning. The review also discovered the importance of staff training, support and networking as strategies to help instructors deal with such issues.
A Framework for Institutional Adoption and Implementation of Blended Learning in Higher Education
2013
There has been rapid growth in blended learning implementation and research focused on course-level issues such as improved learning outcomes, but very limited research focused on institutional policy and adoption issues. More institutional-level blended learning research is needed to guide institutions of higher education in strategically adopting and implementing blended learning on campus. This research investigates six cases of institutional adoption of blended learning to examine the key issues that can guide university administrators interested in this endeavor. Cases were selected to represent institutions at various stages of blended learning adoption including (1) awareness/exploration, (2) adoption/early implementation, and (3) mature implementation/growth. Cases are used to identify and elaborate on core issues related to institutional strategy, structure, and support, spanning the adoption stages.