Current and Emerging Trends in Transcultural Blended Learning and Teaching

2012 ◽  
pp. 347-362
Author(s):  
Emmanuel Jean Francois
Keyword(s):  
Quality Assurance ◽  
Blended Learning ◽  
Adult Students ◽  
Postsecondary Education ◽  
Postsecondary Institutions ◽  
Learning And Teaching ◽  
Blended Courses ◽  
Emerging Trends ◽  
Learning Programs

This chapter serves as the conclusion of the book and outlines some challenges and current and emerging trends related to blended learning and teaching in postsecondary education. The current and emerging trends include, but are not limited to: accelerated blended learning programs for non-traditional adult students, adaptability of blended learning and teaching to diverse disciplines, quality assurance, transnational extent, possible transition to blended learning orienting postsecondary institutions, and the development of self-pace blended courses in postsecondary programs.

Quality Matters in Transcultural Blended Learning and Teaching in Postsecondary Education

2012 ◽  
pp. 322-336 ◽  
Author(s):  
Emmanuel Jean Francois
Keyword(s):  
Quality Assurance ◽  
Blended Learning ◽  
Postsecondary Education ◽  
Learning Outcomes ◽  
Curriculum Design ◽  
Teaching Effectiveness ◽  
Learning Program ◽  
Quality Matters ◽  
Learning And Teaching ◽  
Institutional Leadership

Quality matters in transcultural blended learning and teaching in postsecondary education. The purpose of this chapter is to introduce a framework for quality assurance in transcultural blended learning and teaching in postsecondary education. The framework includes a transcultural blend of institutional fitness, teaching effectiveness, and learning outcomes. The institutional outcomes encompass factors such as institutional leadership, administrative and logistic supports, and the accreditation standards. Teaching effectiveness includes the overall curriculum design and the delivery of courses. The learning outcomes concern the knowledge, skills, and behaviors that stakeholders expect students to exhibit after attending a blended learning program or course.

scholarly journals The Impact of Quality Assurance Policies on Curriculum Development in Ontario Postsecondary Education

2020 ◽  
Vol 50 (1) ◽  
pp. 53-67
Author(s):  
Qin Liu
Keyword(s):  
Quality Assurance ◽  
Curriculum Development ◽  
Postsecondary Education ◽  
Teaching And Learning ◽  
Development Process ◽  
Impact Analysis ◽  
Academic Programs ◽  
Postsecondary Institutions ◽  
Leadership Support ◽  
The Impact

Two trends in the evolution of quality assurance in Canadian postsecondary education have been the emergence of outcomes-based quality standards and the demand for balancing accountability and improvement. Using a realist, process-based approach to impact analysis, this study examined four quality assurance events at two universities and two colleges in Ontario to identify how system-wide quality assurance policies have impacted the curriculum development process of academic programs within postsecondary institutions. The study revealed different approaches that postsecondary institutions chose to use in response to quality assurance policies and the mechanisms that may account for different experiences. These mechanisms include endeavours to balance accountability and continuous improvement, leadership support, and the emerging quality assurance function of teaching and learning centres. These findings will help address the challenges in quality assurance policy implementation within Canadian postsecondary education and enrich international discussions on the accountability-improvement dichotomy in the context of quality assurance.

scholarly journals The Impact of Quality Assurance Policies on Curriculum Development in Ontario Postsecondary Education

2020 ◽  
Vol 50 (1) ◽  
pp. 53-67
Author(s):  
Qin Liu
Keyword(s):  
Quality Assurance ◽  
Curriculum Development ◽  
Postsecondary Education ◽  
Teaching And Learning ◽  
Development Process ◽  
Impact Analysis ◽  
Academic Programs ◽  
Postsecondary Institutions ◽  
Leadership Support ◽  
The Impact

Two trends in the evolution of quality assurance in Canadian postsecondary education have been the emergence of outcomes-based quality standards and the demand for balancing accountability and improvement. Using a realist, process-based approach to impact analysis, this study examined four quality assurance events at two universities and two colleges in Ontario to identify how system-wide quality assurance policies have impacted the curriculum development process of academic programs within postsecondary institutions. The study revealed different approaches that postsecondary institutions chose to use in response to quality assurance policies and the mechanisms that may account for different experiences. These mechanisms include endeavours to balance accountability and continuous improvement, leadership support, and the emerging quality assurance function of teaching and learning centres. These findings will help address the challenges in quality assurance policy implementation within Canadian postsecondary education and enrich international discussions on the accountability-improvement dichotomy in the context of quality assurance.

A Study on Learners’ Readiness and Perceptions of the Implementation of Blended Learning in UiTM Kedah

2019 ◽  
Vol 3 (2) ◽  
pp. 41
Author(s):  
Robekhah Harun ◽  
Zetty Harisha Harun ◽  
Laura Christ Dass
Keyword(s):  
Blended Learning ◽  
Successful Implementation ◽  
Learning Approaches ◽  
Learner Readiness ◽  
Learning And Teaching ◽  
Face To Face ◽  
Online Assessments ◽  
Research Findings ◽  
On Line ◽  
Learning Institutions

The increase in student enrolment and the need  to cater to students of diverse backgrounds have led to the adoption of blended learning in many higher learning institutions. Blended learning, which allows both face to face interaction and on-line delivery, has been adopted into many curricula. One such institution is University Technology MARA which is slowly introducing features of blended learning in its course syllabus beginning with practice to online assessments. However, to ensure successful implementation of blended learning as part of the curricula, there are several aspects for consideration such as learner and teacher readiness for blended learning. This paper examines issues regarding the use of blended learning as a delivery method at UiTM Kedah . The discussion in this paper focuses on learner’ readiness and perceptions of the blended learning environment. The data collected for this study are responses from learners to a questionnaire survey. The research findings form the basis for recommendations for the development of learning and teaching practices using blended learning approaches to enhance learners' learning experiences.  

Postsecondary Adult Learner Motivation: An Analysis of Credentialing Patterns and Decision Making Within Higher Education Programs

2021 ◽  
pp. 104515952098836
Author(s):  
Alexander C. Gardner ◽  
Heather N. Maietta ◽  
Philip D. Gardner ◽  
Niki Perkins
Keyword(s):  
Adult Learners ◽  
Adult Students ◽  
Postsecondary Education ◽  
Work Experience ◽  
Adult Learner ◽  
Educational Aspirations ◽  
Academic Program ◽  
Extrinsic Factors ◽  
Learner Motivation ◽  
Post Secondary

This study sought to fill a gap in the literature by considering the role of motivation in post-secondary aspirations of adult learners, specifically full versus part-time status, previous level of educational attainment, years of work experience, and the selection of an academic program. The data from this study came from adult students ages 25 and older at 8 institutions in the Midwest. Statistical analysis determined there were significant differences in gender motivation, level of education is predictive of type of educational credential being pursued, and type of adult learner motivation influences which degree, academic program, and enrollment status is pursued by adult learners. Furthermore, this research revealed as adults acquire more work experience, their postsecondary educational aspirations are more likely motivated by extrinsic factors. These findings have meaningful implications for linking motivation with continuance and graduation from collegiate programs for which this paper identifies and discusses in the context of postsecondary education.

scholarly journals Heterogeneity of Older Learners in Higher Education

2018 ◽  
Vol 30 (1) ◽  
pp. 23-33 ◽  
Author(s):  
Phyllis A. Cummins ◽  
J. Scott Brown ◽  
Peter Riley Bahr ◽  
Nader Mehri
Keyword(s):  
Postsecondary Education ◽  
Age Groups ◽  
Postsecondary Institutions ◽  
Full Time ◽  
Older Learners ◽  
Public College ◽  
Enrollment Trends ◽  
Education Data ◽  
Part Time ◽  
Time Basis

Recent years have seen growing recognition of the importance of a college-educated workforce to meet the needs of employers and ensure economic growth. Lifelong learning, including completing a postsecondary credential, increasingly is necessary to improve employment outcomes among workers, both old and young, who face rising demands for new and improved skills. To satisfy these needs, many states have established postsecondary completion goals pertaining to the segments of their population ages 25 to 64 years. Although it is not always clear how completion goals will be attained for older students, it is widely recognized that community colleges will play an important role. Here, we use data from the Integrated Postsecondary Education Data System (IPEDS) to examine enrollment trends by part-time and full-time status for students enrolled in Ohio’s public postsecondary institutions from 2006 to 2014. Unlike previous research that considers all students 25 and older as a homogeneous group, we divide older learners into two groups: ages 25 to 39 and ages 40 to 64. We find that adults in these age groups who attend a public college are more likely to attend a community college than they are a 4-year institution and are more likely to attend on a part-time basis. We discuss the implications of these trends and their relevance to college administrators.

Blended learning

2018 ◽  
Vol 39 (3/4) ◽  
pp. 207-215 ◽  
Author(s):  
Bruce Keisling
Keyword(s):  
Blended Learning ◽  
Organizational Structures ◽  
Library Services ◽  
Organizational Restructuring ◽  
Organizational Resources ◽  
Content Type ◽  
Organizational Learning Culture ◽  
Learning Programs ◽  
Online Distance

Purpose Because many colleges and universities have growing numbers of students in online and blended programs, libraries should adapt their services and adjust their organizational structures to support them. Students have adopted blended learning programs whether or not the programs are officially designed as blended programs. Libraries need to change their service orientation in response and learn to scale services using available technologies. Scaling services and personnel resources also requires developing a scalable organizational learning culture. The paper aims to discuss these issues. Design/methodology/approach Using a change in support for online/distance students and organizational restructuring in Ekstrom Library at the University of Louisville as a case study, this paper examines the review process, organizational restructuring, and focus on scaling services that resulted in a new service model. Findings This study found that scaling services as applied to IT and business organizations is also valuable as an approach in enhancing library services to online students. Changing user needs must be correlated with available organizational resources and technological solutions to deliver appropriate services. Modifying and building services with a goal of scaling them to appropriate levels will enhance library outcomes. Research limitations/implications Other case studies concerned with responding to changing student expectations and scaling services and organizational resources would be useful to add to these findings. Originality/value The perspectives and approach described in this case study will be instructive for adapting library services to changing user environments.

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