Core Conceptual Features of Successful Blended Learning in Higher Education: Policy Implications
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| Title: | Core Conceptual Features of Successful Blended Learning in Higher Education: Policy Implications |
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| Language: | English |
| Authors: | Bekele, Teklu Abate (ORCID |
| Source: | Education Policy Analysis Archives. Oct 2022 30(156). |
| Availability: | Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Blended Learning, Higher Education, Educational Policy, Policy Formation, Success, Educational Indicators, Technology Uses in Education, Instructional Design, Holistic Approach |
| ISSN: | 1068-2341 |
| Abstract: | COVID-19 has "taught" universities worldwide that using digital technologies to support purely online or blended learning is a survival strategy. This lesson plus the inclusion of technology in continental, national, and university policies and strategic plans implicate significant technology integration, especially blended learning, in higher education in the post-pandemic era. However, there lacks sound theoretical frameworks to adequately explain "success indicators" and "success factors" in blended learning. Existing frameworks provided particulars about the impacts of blended learning within certain contexts; none provided a comprehensive analysis of the significant factors that transcend specific application contexts. Moreover, the frameworks did not offer clear conceptions of "knowledge," "teaching," "learning," and "technology" and "its role in learning." To better inform successful blended learning adoption, this study problematizes "success indicators" and "success factors" based on a configurative review of existing frameworks and emerging theoretical perspectives in higher education. A holistic conceptual framework that transcends context specificity is proposed to better inform policy making, instructional design, and teaching and learning. Conceptions of adaptive policy, policy as learning design, and policy as practice are found relevant for blended learning policy making and analysis in higher education. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1374182 |
| Database: | ERIC |
| Abstract: | COVID-19 has "taught" universities worldwide that using digital technologies to support purely online or blended learning is a survival strategy. This lesson plus the inclusion of technology in continental, national, and university policies and strategic plans implicate significant technology integration, especially blended learning, in higher education in the post-pandemic era. However, there lacks sound theoretical frameworks to adequately explain "success indicators" and "success factors" in blended learning. Existing frameworks provided particulars about the impacts of blended learning within certain contexts; none provided a comprehensive analysis of the significant factors that transcend specific application contexts. Moreover, the frameworks did not offer clear conceptions of "knowledge," "teaching," "learning," and "technology" and "its role in learning." To better inform successful blended learning adoption, this study problematizes "success indicators" and "success factors" based on a configurative review of existing frameworks and emerging theoretical perspectives in higher education. A holistic conceptual framework that transcends context specificity is proposed to better inform policy making, instructional design, and teaching and learning. Conceptions of adaptive policy, policy as learning design, and policy as practice are found relevant for blended learning policy making and analysis in higher education. |
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| ISSN: | 1068-2341 |
