Defining an effective approach to blended learning in higher education : A systematic review

Blended learning has enjoyed wide acceptance as a teaching and learning approach in higher education, but its use and understanding commonly fail to extend across all levels of blending. At the institutional level, challenges still exist in aligning a blended learning approach with core university p...

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Vydané v:Australasian Journal of Educational Technology Ročník 39; číslo 2; s. 98 - 114
Hlavní autori: McCarthy, Shaun, Palmer, Edward
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Wollongong Australasian Society for Computers in Learning in Tertiary Education 01.01.2023
Predmet:
Blended Learning
Blended learning evaluation
Blended learning implementation
Frameworks
Guidelines
Higher Education
ICT in education
Instructional Effectiveness
Learning Processes
Systematic review
Systematic reviews
Teaching effectiveness
Teaching Methods
Universities
University teaching
Australia
ISSN:1449-5554, 1449-3098, 1449-5554
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Popis
Shrnutí:Blended learning has enjoyed wide acceptance as a teaching and learning approach in higher education, but its use and understanding commonly fail to extend across all levels of blending. At the institutional level, challenges still exist in aligning a blended learning approach with core university priorities. Often, there is a focus on the provisions of technology tools and associated training; however, there is less emphasis on the development of frameworks that support an institutional-level approach to blended teaching and learning and ways that these can be effectively measured. This paper analyses previous work undertaken in the field of blended learning and looks to build on the literature by defining an effective approach to adoption using conceptual clarity, blended frameworks and institutional-level implementation of blended learning as a framework to describe effective use within higher education. [Author abstract]
Bibliografia:Refereed article. Includes bibliographical references.
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SourceType-Scholarly Journals-1
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content type line 14
ISSN:1449-5554
1449-3098
1449-5554
DOI:10.14742/ajet.8489