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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
Language: English
Authors: Bekele, Teklu Abate (ORCID 0000-0001-9107-9671), Karkouti, Ibrahim M. (ORCID 0000-0001-5900-2682), Amponsah, Samuel (ORCID 0000-0002-4303-4863)
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
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  Data: Core Conceptual Features of Successful Blended Learning in Higher Education: Policy Implications
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  Data: <searchLink fieldCode="AR" term="%22Bekele%2C+Teklu+Abate%22">Bekele, Teklu Abate</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9107-9671">0000-0001-9107-9671</externalLink>)<br /><searchLink fieldCode="AR" term="%22Karkouti%2C+Ibrahim+M%2E%22">Karkouti, Ibrahim M.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5900-2682">0000-0001-5900-2682</externalLink>)<br /><searchLink fieldCode="AR" term="%22Amponsah%2C+Samuel%22">Amponsah, Samuel</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4303-4863">0000-0002-4303-4863</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Education+Policy+Analysis+Archives%22"><i>Education Policy Analysis Archives</i></searchLink>. Oct 2022 30(156).
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  Data: 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
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  Data: 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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      – Text: English
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      Pagination:
        PageCount: 22
    Subjects:
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: Higher Education
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      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Policy Formation
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      – SubjectFull: Success
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      – SubjectFull: Educational Indicators
        Type: general
      – SubjectFull: Technology Uses in Education
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