A blended learning framework for curriculum design and professional development

Negin Mirriahi; Dennis Alonzo; Bob Fox

doi:10.3402/rlt.v23.28451

A blended learning framework for curriculum design and professional development

Negin Mirriahi School of Education & Learning and Teaching Unit, University of New South Wales, Sydney, Australia
Dennis Alonzo School of Education & Learning and Teaching Unit, University of New South Wales, Sydney, Australia
Bob Fox School of Education & Learning and Teaching Unit, University of New South Wales, Sydney, Australia

DOI: https://doi.org/10.3402/rlt.v23.28451

Keywords: digital literacy, criteria, standards, academic development, curriculum design

Abstract

The need for flexibility in learning and the affordances of technology provided the impetus for the rise of blended learning (BL) globally across higher education institutions. However, the adoption of BL practices continues at a low pace due to academics’ low digital fluency, various views and BL definitions, and limited standards-based tools to guide academic practice. To address these issues, this paper introduces a BL framework, based on one definition and with criteria and standards of practice to support the evaluation and advancement of BL in higher education. The framework is theoretically underpinned by the extant literature and supported by focus group discussions. The evidence supporting the criteria and standards are discussed with suggestions for how they can be used to guide course design, academic practice, and professional development.

Keywords: digital literacy; criteria; standards; academic development; curriculum design

(Published: 26 October 2015)

Citation: Research in Learning Technology 2015, 23: 28451 - http://dx.doi.org/10.3402/rlt.v23.28451

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Published

2015-10-26

How to Cite

Mirriahi N., Alonzo D., & Fox B. (2015). A blended learning framework for curriculum design and professional development. Research in Learning Technology, 23. https://doi.org/10.3402/rlt.v23.28451

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Issue

Vol. 23 (2015)

Section

Original Research Articles

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