Critical Factors for Implementing Blended Learning in Higher Education

Abstract

The use of blended learning environments in higher education has rapidly increased in the 21st century. Tools and techniques that initially were used in experimental distance education courses are today part of mainstream education with blended learning as a continuum between traditional face-to-face teaching and pure online courses.In this wide variety of course design there are success stories, but at the same time examples with low pass rates and poor learning outcomes.The research question for the study is: Which aspects have to be considered in the design and implementation of blended learning in higher education? To answer this question, 15 selected publications were analysed in a I iterature review with the aim to identify important and critical factors when implementing blended learning in higher education.As a result of the inductive analysis around 50 found factors have been grouped into 10 Categories of critical factors and 4 Blended learning perspectives in a strive to identify critical aspects of contemporary blended learning in a comprehensive structure. One conclusion is that blended learning today can be seen as a mature educational concept still in need of redesign. Problems that were reported two decades ago are now combined with other more recently identified critical factors. The presented categories and perspectives might be valuable as a checklist for implementations of blended learning and hopefully a useful base for further research in the field of blended learning. KEYWORDSBlended learning, Technology enhanced learning, E-learning, Higher education INTRODUCTIONBlended learning in higher education has rapidly increased in the 21st century and as pointed out by Garrison & Kanuka (2004) the adoption of blended learning approaches in higher education is inevitable. From being an experimental concept in distance education courses, blended learning are today part of mainstream education. In a broad definition blended learning could be seen as the continuum between traditional fa ce-to-fa ce teaching and pure online distance courses (Watson, 2008) but the more complex definition must also include the concept of integrating the strengths of synchronous and asynchronous learning activities in a thoughtful design (Garrison & Kanuka , 2004).The synchronous and asynchronous teaching and learning design could be seen as part of the technological and multimodal dimension in Picciano's (2009) conceptual blended learning model. There is no single type of blended education, and along the continuum from fully online to fully fa ce-to-face extremes there will probably be a growing number of variations. Online curricula will evolve as a natural component of ICTE Journal, 2017, 6(2) : 37-51 instruction design at the same time as an increasing number of primarily distance-based programs can include face-to-face teaching components (Wa tson, 2008).In this wide variety of instructional design several success stories have been identified, but at the same time there are many reports on failures in design...

Toward a Blended Learning Model of Teaching Guitar as Part of Primary Teacher Training Curriculum

“…al's findings (2009) and indicates a need to define the concept of autonomous studying in this case more specifically, incorporating questions like when and where exactly it is supposed to happen. Course eISSN: 2301-2218 responsibility of the Editors 2533 structure as a critical factor was in line with previous studies of So and Brush (2008) and Mozelius and Hettiarachchi (2017).…”

“…So and Brush (2008) found, in their study of the critical issues connected to learning in a blended learning environment, that the course structure, the emotional support and group communication were the most critical factors associated with student perceptions of collaborative learning, social presence and satisfaction. Mozelius and Hettiarachchi (2017) investigated critical factors to be considered in the design and implementation of blended learning in higher education. These included: Technology, didactics, course outcomes, collaboration and social presence, course design, synchronicity vs. a-synchronicity, the heritage from technology enhanced distance courses, multimodal overloading, trends and hypes, and economy (Mozelius & Hettiarachchi, 2017).…”

“…Mozelius and Hettiarachchi (2017) investigated critical factors to be considered in the design and implementation of blended learning in higher education. These included: Technology, didactics, course outcomes, collaboration and social presence, course design, synchronicity vs. a-synchronicity, the heritage from technology enhanced distance courses, multimodal overloading, trends and hypes, and economy (Mozelius & Hettiarachchi, 2017).…”

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“…The S-level is a formalised and joint decision by all colleagues in the department, formally expressed through the statements of purpose, learning achievements, and content. The B-level requirements are based on a literature review, which initially was published as a standalone publication [24].…”

SWOT Analysis of Blended Learning in Public Universities of Uganda: A Case Study of Muni University

“…Blended learning is introduced in most educational institutions as Basheka, Lubega, and Baguma [21], Ying and Yang [22], suggest that for a successful implementation of blended learning, institutions are required to provide key resources like technological infrastructure (hardware and software) and human resources (academic staff with the necessary qualifications, accomplishments, and experience; as well as continuous training). Relatedly, Chen and Yao [23], Mozelius and Hettiarachchi [24] emphasized the need for technology that should blend with traditional learning which acts as a critical factor in the implementation [25,26]. In addition to that, expert support for students and instructors plays a critical role [27].…”