Development of an institutional framework to guide transitions into enhanced blended learning in higher education

Josephine Adekola, Vicki Dale, Kerr Gardiner

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Abstract

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.
Original languageEnglish
Article number25
JournalResearch in Learning Technology
DOIs
Publication statusPublished - 10 Nov 2017

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Blended Learning
Education
Students
education
Teaching
stakeholder
learning
student
interview
evidence
experience
Group

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