Understanding Blended Learning at the Intersection of Policy Discourse and Academic Discussions

Autor/inn/en	Sheriya Sareen; Sayantan Mandal
Titel	Understanding Blended Learning at the Intersection of Policy Discourse and Academic Discussions
Quelle	In: Journal of Further and Higher Education, 49 (2025) 1, S. 72-87Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sheriya Sareen) ORCID (Sayantan Mandal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2024.2433569
Schlagwörter	Forschungsbericht; Intersectionality; Blended Learning; Educational Policy; Scholarship; Academic Language; Indians; Higher Education; Foreign Countries; Institutional Role; Cultural Influences; Technological Advancement; Curriculum Development; Global Approach; Policy Analysis; Electronic Learning; In Person Learning; Public Policy; Learning Management Systems; Colleges + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Scholarships; Stipendium; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Inder; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Cultural influence; Kultureinfluss; Technological development; Technologische Entwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Globales Denken; Politikfeldanalyse; Öffentliche Ordnung; College; Hochschule; Fachhochschule
Abstract	The effective implementation of blended learning for transforming higher education is hindered by a lack of consensus on its definition. There is a dearth of comprehensive attempts to understand blended learning at the intersection of policy documents and academic literature, particularly in the Indian higher education context. This common understanding is, however, crucial for adding merit to the research and policy initiatives by empirically interlinking them. In its light, the study attempts to understand the term blended learning at the intersection of policy-academia discussions in India. Based on a constant comparison methodology for thematic analysis of various global and national policies and academic research, the study finds three points of discord in defining blended learning, i.e. (i) multi-perspectives on the ingredients of blended learning, (ii) technological hegemony, and (iii) backsliding of the institutional role. This study concludes by proposing a three-fold comprehensive definition of blended learning. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/2/04