Lessons learned from being BOLD: Staff experiences of an institutional strategic project in Blended and Online Learning Development

Dale, V. , Kubincova, E., Kerr, J. and Murray, J.-A. (2021) Lessons learned from being BOLD: Staff experiences of an institutional strategic project in Blended and Online Learning Development. Journal of Perspectives in Applied Academic Practice, 9(2), pp. 29-38. (doi: 10.14297/jpaap.v9i2.484)

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Publisher's URL: https://jpaap.napier.ac.uk/index.php/JPAAP/article/view/484


In recent years, tertiary institutions have engaged more with digital education, especially blended and online learning. One institution sought to transform its existing provision, and enhance learning and teaching, through a substantial strategic funding initiative comprising almost 20 individual projects. To capture the learning from this substantial investment, 20 semi-structured interviews were carried out with staff involved in setting up or working on these projects, typically early adopters. Interviews sought to revisit motivations to engage with the project, and capture perceived benefits including lessons learned, challenges, enablers, support needs and recommendations going forwards. Participants were motivated to enhance their own teaching practice and improve student learning experience/outcomes. Recognised benefits included enhanced learner experience, transformed teaching practice, flexibility and access, teaching efficiencies, and developmental opportunities for staff. Significant challenges related to the time required to design, develop and implement courses, as well as technological and student-related issues. Despite these challenges, participation in the project led to the development of new skills and transformed teachers’ learning and teaching practice. This was made possible through a number of enablers including prior experience of blended learning, and supportive others from across various services, schools and colleges. The study highlights the importance of strategic projects in expanding the digital capabilities of an institution to meet the expected—and unexpected—demands of the future. The findings are discussed in the context of the current literature on blended and remote learning, and existing institutional frameworks that support transitions to blended learning.

Item Type:Articles
Keywords:Blended learning, online learning, digital capability building, strategic projects, digital education.
Glasgow Author(s) Enlighten ID:Dale, Dr Vicki and Murray, Professor Jo-Anne and Kubincova, Ms Eva and Kerr, Mr John
Authors: Dale, V., Kubincova, E., Kerr, J., and Murray, J.-A.
Subjects:L Education > LB Theory and practice of education > LB2300 Higher Education
College/School:College of Medical Veterinary and Life Sciences
University Services > IT Services > Management Information Services
University Services > Learning and Teaching Services Division
University Services > Student and Academic Services > Academic Services
Journal Name:Journal of Perspectives in Applied Academic Practice
Journal Abbr.:JPAAP
Publisher:Edinburgh Napier University
ISSN (Online):2051-9788
Published Online:05 August 2021
Copyright Holders:Copyright © 2021 Journal of Perspectives in Applied Academic Practice
First Published:First published in Journal of Perspectives in Applied Academic Practice 9(2):29-38
Publisher Policy:Reproduced under a Creative Commons Licence

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