Development of an institutional framework to guide transitions into enhanced blended learning in higher education

Adekola, J. , Dale, V. H.M. and Gardiner, K. (2017) Development of an institutional framework to guide transitions into enhanced blended learning in higher education. Research in Learning Technology, 25, 1973. (doi: 10.25304/rlt.v25.1973)

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Abstract

The rapidly changing digital landscape is having a significant influence on learning and teaching. Our study assesses the response of one higher education institution (HEI) to the changing digital landscape and its transition into enhanced blended learning, which seeks to go beyond the early implementation stage to make the most effective use of online learning technologies to enhance the student experience and student learning outcomes. Evidence from a qualitative study comprising 20 semi-structured interviews, informed by a literature review, has resulted in the development of a holistic framework to guide HEIs transitioning into enhanced blended learning. The proposed framework addresses questions relating to the why (change agents), what (institutional considerations), how (organisational preparedness) and who (stakeholders) of transitions into enhanced blended learning. The involvement of all stakeholder groups is essential to a successful institutional transition into enhanced blended learning.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Adekola, Dr Josephine and Gardiner, Mr Kerr and Dale, Dr Vicki
Authors: Adekola, J., Dale, V. H.M., and Gardiner, K.
College/School:College of Social Sciences > School of Education
College of Social Sciences > School of Interdisciplinary Studies
Journal Name:Research in Learning Technology
Publisher:Taylor & Francis
ISSN:2156-7069
ISSN (Online):2156-7077
Copyright Holders:Copyright © 2017 J. Adekola et al.
First Published:First published in Research in Learning Technology 25: 1973
Publisher Policy:Reproduced under a Creative Commons license

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