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

Josephine Adekola, Vicki H.M. Dale, Kerr Gardiner

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.

(Published: 2 August 2017)

Citation: Research in Learning Technology 2017, 25: 1973 - http://dx.doi.org/10.25304/rlt.v25.1973

Keywords

digital education; technology-enhanced learning; e-learning; higher education; change

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