Implementation of Blended Learning in Higher Learning Institutions: A Review of Literature (original) (raw)
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Implementation of Blended Learning in Higher Learning Institutions: A Review of the Literature
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.
Blended Learning in Higher Education Challenges and Opportunities
2019
Online and blended instruction offers learners a unique opportunity to learn ubiquitously without being limited to the constraints of time and distance. Additionally, these pedagogies have the potential to open the doors of the university to a wider audience, provide choices for non-traditional students, and extend services to populations that would otherwise not be able to attend the classes on campus. However, complementing traditional teaching with blended learning techniques in a traditional university course presents various challenges. This chapter identify gaps in the factors affecting blended learning in the digital age. Based on the findings, the authors argue that instructors can rely on e-learning technologies to implement blended learning model by redesigning some lectures into new online learning activities, such as tutorials, self-testing exercises, and online group collaborations.
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...
Blended Learning in Higher Education : An Overview *
2016
Blended learning is an innovative approach in creating motivating and meaningful learning experiences to fulfil learner's technological demands in the rapidly changing electronic era. Recognizing the emerging implementation of this learning method, this study explores the definitions, the rationale, past studies, the importance as well as the drawbacks, the issues arising and the suggestions in achieving a successful blended education implementation in higher education settings. From this study, we found that blended environment encourages the foundation of creating independent learners with reasonable critical thinking skills that are valuable for the current working environments. Blended learning is also a solution for classroom insufficiencies as well as teaching and learning flexibility. Nevertheless, not all the courses in higher education settings could apply the blended learning. Therefore, options should be given to the learners by the institution's administrator to ...
Key Issues of Introducing Blended Learning in Higher Education
In the paper, some study results of the key factors that have impact on acquired knowledge in a blended learning course are presented. The study derives from two groups of research activities the results of which are presented in the paper -the research on student dropout and research on learning outcomes. The experience of e-learning implementation in a business school in higher education is included in the research as well. The research is based on nine hypotheses about the impact on student success in a blended learning course. An e-learning course is considered successful if students gain more knowledge than they do in a traditional course.
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.
Factors for Implementing Blended Learning in Higher Education
2017
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 I iterature 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 t...
www.ijte.net Challenges and Benefits of Blended Learning in Higher Education
2019
(NUGSE). All of the student participants in this course were invited to participate in a survey and an interview. The findings include an analysis of the pedagogical practices which promote educational leadership skills among students via blended learning courses as well as the challenges both faculty and students faced during this course. Finally, the paper makes recommendations for policy and practice in relation to enhancing effectiveness of blended learning courses in higher education. It may be of particular interest to schools in the early stages of implementing blended learning.
In this paper, I would like to write the review of the book, entitled “Blended Learning in Higher Education-Framework, Principles, and Guidelines”. It was written by D. Randy Garrison and Norman D. Vaughan. It was published in San Francisco by the Jossey-Bass Company. (A Wiley Imprint). It can be viewed from the following website: www.josseybass.com The first edition of this book was printed in the United States of America. The International Standard Book Number of this book is 978-0-7879-8770-1. This book has 245 pages. The readers of this book see the list of the contents of this book on the viith page and on the viiith page. Preface starts on the ixth page and finishes on the xiiith of this book
Performance of Blended Learning in University Teaching
Blended learning as a combination of classroom teaching and e-learning has become a widely represented standard in employee and management development of companies. The exploratory survey “Blended Learning@University” conducted in 2008 investigated the integration of blended learning in higher education. The results of the survey show that the majority of participating academic teachers use blended learning in single courses, but not as a program of study and thus do not exploit the core performance potential of blended learning. According to the study, the main driver of blended learning performance is its embeddedness in higher education. Integrated blended programs of study deliver the best results. In blended learning, learning infrastructure (in terms of software, culture, skills, funding, content providing, etc.) does not play the role of a performance driver but serves as an enabler for blended learning.