Abstract
Purpose: The purpose of this paper is to create a conceptual analysis of key strategic issues for developing blended learning within a university or higher education (HE) setting.
Design/methodology/approach: The paper identifies key issues based on focus group analysis with students and reflections from staff. A conceptual grid framework was used to develop insight into blended learning and to enable a pragmatic approach for strategy making.
Findings: A discussion of key issues for strategic analysis is presented. Traditional lectures are not as popular as more interactive seminars. "Pure" e-learning in terms of computer-based training is not as desirable as a blended learning approach because face-to-face interaction between students and staff is not present. Blended learning is useful as a supplementary resource for students and a way of improving collaboration and group work. It takes time to develop a blended learning strategy and care must be taken to balance stakeholder needs as well as preserve the wider HE student experience. Practical implications: Findings are not generalizable because the approach adopted is qualitative and conceptual in nature, yet useful insights are provided into key issues regarding blended learning within a HE setting. The conceptual analysis approach used in this paper is useful for practitioners in the organizational development of blended learning.
Originality/value: There is a paucity of useful qualitative research regarding the analysis of blended learning for strategy makers and this paper examines some key issues for analysis and organizational development.
Design/methodology/approach: The paper identifies key issues based on focus group analysis with students and reflections from staff. A conceptual grid framework was used to develop insight into blended learning and to enable a pragmatic approach for strategy making.
Findings: A discussion of key issues for strategic analysis is presented. Traditional lectures are not as popular as more interactive seminars. "Pure" e-learning in terms of computer-based training is not as desirable as a blended learning approach because face-to-face interaction between students and staff is not present. Blended learning is useful as a supplementary resource for students and a way of improving collaboration and group work. It takes time to develop a blended learning strategy and care must be taken to balance stakeholder needs as well as preserve the wider HE student experience. Practical implications: Findings are not generalizable because the approach adopted is qualitative and conceptual in nature, yet useful insights are provided into key issues regarding blended learning within a HE setting. The conceptual analysis approach used in this paper is useful for practitioners in the organizational development of blended learning.
Originality/value: There is a paucity of useful qualitative research regarding the analysis of blended learning for strategy makers and this paper examines some key issues for analysis and organizational development.
| Original language | English |
|---|---|
| Pages (from-to) | 19-22 |
| Number of pages | 4 |
| Journal | Development and Learning in Organizations: An International Journal |
| Volume | 26 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - Feb 2012 |
| Externally published | Yes |
Keywords
- Blended learning
- Higher education
- Learning methods
- Strategy making
ASJC Scopus subject areas
- Organizational Behavior and Human Resource Management
- Library and Information Sciences