Core Conceptual Features of Successful Blended Learning in Higher Education: Policy Implications

Autor/inn/en	Bekele, Teklu Abate; Karkouti, Ibrahim M.; Amponsah, Samuel
Titel	Core Conceptual Features of Successful Blended Learning in Higher Education: Policy Implications
Quelle	In: Education Policy Analysis Archives, 30 (2022) 156, (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bekele, Teklu Abate) ORCID (Karkouti, Ibrahim M.) ORCID (Amponsah, Samuel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Blended Learning; Higher Education; Educational Policy; Policy Formation; Success; Educational Indicators; Technology Uses in Education; Instructional Design; Holistic Approach + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik; Politische Betätigung; Erfolg; Educational indicato; Bildungsindikator; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Holistischer Ansatz
Abstract	COVID-19 has "taught" universities worldwide that using digital technologies to support purely online or blended learning is a survival strategy. This lesson plus the inclusion of technology in continental, national, and university policies and strategic plans implicate significant technology integration, especially blended learning, in higher education in the post-pandemic era. However, there lacks sound theoretical frameworks to adequately explain "success indicators" and "success factors" in blended learning. Existing frameworks provided particulars about the impacts of blended learning within certain contexts; none provided a comprehensive analysis of the significant factors that transcend specific application contexts. Moreover, the frameworks did not offer clear conceptions of "knowledge," "teaching," "learning," and "technology" and "its role in learning." To better inform successful blended learning adoption, this study problematizes "success indicators" and "success factors" based on a configurative review of existing frameworks and emerging theoretical perspectives in higher education. A holistic conceptual framework that transcends context specificity is proposed to better inform policy making, instructional design, and teaching and learning. Conceptions of adaptive policy, policy as learning design, and policy as practice are found relevant for blended learning policy making and analysis in higher education. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01