Create a Fine Blend: An Examination of Institutional Transition to Blended Learning

Autor/in	Mestan, Kemran
Titel	Create a Fine Blend: An Examination of Institutional Transition to Blended Learning
Quelle	In: Australasian Journal of Educational Technology, 35 (2019) 1, S.70-84 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Higher Education; Blended Learning; Program Implementation; Integrated Learning Systems; Educational Quality; College Students; Student Satisfaction; Learner Engagement; Faculty Workload; Access to Computers + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Quality of education; Bildungsqualität; Collegestudent
Abstract	Higher education institutions across the globe are increasing the extent to which they teach in a blended mode. However, in the rush to transition to blended teaching, institutions often fail to systematically review their transition process. Via a case study of one institution's transition to blended teaching, this paper aims to assist other institutions make similar transitions. Numerous recommendations for how institutions can advance their transition to blended learning are deduced. The investigation triangulates three data sets collected from: (1) methodical observation of the learning management system (LMS); (2) interviews with unit coordinators; and (3) a large-scale student survey. It was found that although both students and academics were receptive to blended learning, neither had a clear understanding of what it was. There is wide variability in the structure and quality of blended units and LMS sites. Lifting the standard of poorer quality blended units requires considerable investment to provide academics with time and resources. Students were on average satisfied with the online aspect of blended learning; they were particularly satisfied with procedural efficiencies, but less so with socially interactive aspects of learning. Overall, blended learning appears to enhance engagement, providing more avenues for students to engage with learning materials. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01