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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| Published in: | Australasian Journal of Educational Technology Vol. 39; no. 2; pp. 98 - 114 |
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| Main Authors: | , |
| Format: | Journal Article |
| Language: | English |
| Published: |
Wollongong
Australasian Society for Computers in Learning in Tertiary Education
01.01.2023
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| Subjects: | |
| ISSN: | 1449-5554, 1449-3098, 1449-5554 |
| Online Access: | Get full text |
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| Abstract | 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] |
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| AbstractList | 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.
Implications for practice or policy:
University decision makers should define an institutional approach to blended learning and foster a common understanding of what success will look like.
Institutional strategy must carefully consider the multifaceted roles of students, academics and administrators within blended learning.
Blended learning adoption should be measured using criteria and descriptive standards to evaluate framework implementation. 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.Implications for practice or policy:* University decision makers should define an institutional approach to blended learning and foster a common understanding of what success will look like.* Institutional strategy must carefully consider the multifaceted roles of students, academics and administrators within blended learning.* Blended learning adoption should be measured using criteria and descriptive standards to evaluate framework implementation. 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. 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] |
| Audience | Higher Education Postsecondary Education |
| Author | Edward Palmer Shaun McCarthy |
| AuthorAffiliation | University of Adelaide |
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| SubjectTerms | 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 |
| Title | Defining an effective approach to blended learning in higher education : A systematic review |
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