Driver or Drifter? Two Case Studies of the Blended Learning Practices in Higher Education

2010 ◽  
pp. 71-93 ◽  
Author(s):  
Esyin Chew ◽  
Norah Jones
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Case Studies ◽  
Educational Institutions ◽  
Modern World ◽  
Policy Makers ◽  
Learning And Teaching ◽  
Learning Practices ◽  
The Uk ◽  
Professional Ethos

The emergence of blended learning has played a role as either driver or drifter to higher education (HE) in the modern world. This chapter explores the blended learning practices by investigating two higher educational institutions in the UK and Malaysia. First, the strategies and practices related to blended learning are clearly analysed and compared. A large amount of qualitative data extracted from academics’ experience is discussed. Primarily, the findings firmly show that blended learning enables educators to revisit and to rethink their professional ethos and values, and redesign their learning and teaching where necessary. Such revisiting and rethinking facilitate the awareness and praxis of blended learning (or vice-versa: blended learning facilitates the revisit and redesign). The in-depth discussions based on academics’ voices, and reflective matrix summary from the case studies described in this chapter will act as evidence of the blueprint for blended learning policy makers and practitioners.

scholarly journals Introducing DigLit Score: An Indicator of Digital Literacy Advancement in Higher Education

10.28945/4037 ◽  
2018 ◽  
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Digital Literacy ◽  
Holistic Approach ◽  
Educational Institutions ◽  
Future Research ◽  
Institutions Of Higher Education ◽  
Policy Makers ◽  
University Leaders

Aim/Purpose: This paper introduces DigLit Score, an indicator of the extent to which educational institutions identify, assess, and amplify student digital literacy. Background: Digital literacy has garnered considerable attention of late among scholars, leaders, and journalists. Nonetheless, institutions of higher education have been slow to define, assess, and amplify digital literacy on par with how reading, writing, and arithmetic are addressed. Methodology: The dimensionality of DigLit Score – define, assess, amplify, assess – is demonstrated via two case studies. Contribution: A measure of digital literacy offers university leaders and policy makers a means to monitor its diffusion. Findings: Only one of the institutions was found to have a holistic approach to advancing digital literacy. Recommendations for Practitioners: Practitioners should use DigLit Score to benchmark advancement of digital literacy in higher education. Recommendation for Researchers: Researchers should refine DigLit Score and expand its application within and beyond higher education. Impact on Society: DigLit Score represents an important first step in the direction of providing an important benchmark for higher education. Future Research: Future research will refine DigLit Score and broaden its application within and beyond higher education.

Networking Industry and Academia

2009 ◽  
Vol 23 (6) ◽  
pp. 437-443 ◽  
Author(s):  
Simon Stephens ◽  
George Onofrei
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Real World ◽  
Success Factors ◽  
Higher Education Institutions ◽  
Practical Application ◽  
Policy Makers ◽  
Key Success Factors ◽  
Primary Means ◽  
Education Business

Graduate development programmes such as FUSION continue to be seen by policy makers, higher education institutions and small and medium-sized enterprises (SMEs) as primary means of strengthening higher education–business links and in turn improving the match between graduate output and the needs of industry. This paper provides evidence from case studies. The findings indicate that the practical application of academic principles in real-world settings provides a useful learning vehicle for academics, graduates and SMEs. Key success factors and strategies for overcoming obstacles emerged from the case studies. In light of these findings, the authors make tentative recommendations to aid the future delivery of similar programmes.

Teaching and learning French – A tale of desire in the humanities

2016 ◽  
Vol 16 (2) ◽  
pp. 127-140
Author(s):  
Catriona Cunningham
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
Personal Perspective ◽  
Learning And Teaching ◽  
Arts And Humanities ◽  
The Arts ◽  
Close Textual Analysis ◽  
The Uk ◽  
French Language Learning

This article considers the way we talk about learning and teaching the humanities in higher education in the UK. By using the tools of the arts and humanities within the scholarship of learning and teaching, and examining a personal perspective, the author explores the transformational impact of French language learning and teaching. Close textual analysis of literary language learning memoirs highlight the sensual and physical effects of language learning that can remain muted in our everyday conversations. As a result, the author suggests that rather than lament the death of the humanities in 21st century higher education, learning and teaching a language offers a pedagogy of desire that embodies the transformation aspect of our disciplines, as we deal with the business of being human.

Barriers to Emerging Technology and Social Media Integration in Higher Education

2013 ◽  
pp. 334-354 ◽  
Author(s):  
Ana Adi ◽  
Christina Gasser Scotte
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Case Studies ◽  
Technological Innovation ◽  
Emerging Technologies ◽  
Higher Education Research ◽  
It Infrastructure ◽  
The Uk ◽  
Training Delivery ◽  
Media Integration

With technological innovation and social media infiltrating every field of activity, it was only a matter of time until universities and faculty would need to embrace the technological challenge. This chapter offers three case studies of social media training delivery in universities and researcher centres in the UK, USA, and Bahrain. These case studies cover the use of emerging technologies in higher education research, teaching and policy, and associated first- and second-order barriers to their implementation. Results and impact of the training sessions, including questions asked and feedback provided by participants are also discussed. The chapter emphasizes the increasing interest in training in emerging technologies for educators and affiliated university staff, but also highlights the challenges faced when promoting tools and platforms not supported by either the IT infrastructure of the universities or the policies in place.

Teaching of Sustainability

2014 ◽  
pp. 398-409
Author(s):  
Sue Haile ◽  
Jarka Glassey
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Sustainable Design ◽  
Education Institution ◽  
Curriculum Mapping ◽  
Engineering Curriculum ◽  
Higher Education Institution ◽  
Traditional Research ◽  
The Uk ◽  
Mapping Exercise

Following a discussion of the means of introducing sustainability and sustainable design into the engineering curriculum, this chapter provides examples of the approach taken when teaching these subjects through the use of case studies at a traditional research-intensive higher education institution in the UK: Newcastle University. This chapter demonstrates the range of topics that have been addressed through examples of case studies and discusses the methods of delivery and assessment within the curriculum. The result of a cross-curriculum mapping exercise is presented, showing how sustainability teaching can be incorporated into a variety of undergraduate and postgraduate programmes.

Blended Learning in Higher Education 4.0

2019 ◽  
pp. 70-84
Author(s):  
Arumugam Raman ◽  
Mohan Rathakrishnan
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Education System ◽  
Industrial Revolution ◽  
Assessment Tools ◽  
Learning And Teaching ◽  
Technology Advancement ◽  
The World ◽  
Modern Learning ◽  
Automation Technology

Rapid technology advancement in the Fourth Industrial Revolution (FIR) has undoubtedly posed a great challenge to the education system in higher education institutes and changed every aspect of our lives including education. Higher education institutions across the world are amalgamating technology in modern learning and teaching approaches such as blended learning so that future teachers are equipped with the latest 21st century knowledge for further innovations and creations. This chapter covers definition, design, and implementation of blended learning in higher education. Further it also discusses blended learning models and assessment tools in recent education setting around the world. The education system worldwide has to transform for the imminent FIR as the job market will be largely prompted by the advancement of digital economy, robotics, artificial intelligence, and automation technology.

The ‘Pleasure Principle’ in Blended Learning Approaches

2012 ◽  
pp. 75-91
Author(s):  
Paul Peachey
Keyword(s):  
Higher Education ◽  
Grounded Theory ◽  
Blended Learning ◽  
Learning Approaches ◽  
Efficient Design ◽  
Efficient Technology ◽  
Pleasure Principle ◽  
Online Technologies ◽  
The Uk

Online technologies were met with initial enthusiasm in the UK following the publication of the Dearing Report (1997). However, this excitement soon became subdued due to disappointing outcomes and unfulfilled expectations regarding the online programmes. Considering the importance that the online component has on a blended learning programme, this chapter argues that the challenge in higher education is to get learners to want to engage as opposed to have to engage and therefore a sense of enjoyment should be added to the blend along with a sound pedagogy and an efficient technology. This chapter endeavours to discern some underlying grounded theory based on classic psychology that might underpin the efficient design of a blended learning programme and offers pragmatic considerations that might help to achieve it.

scholarly journals Corporate Governance Practices in Higher Education Institutions: The UK vs Bahrain

2018 ◽  
Vol 8 (4) ◽  
pp. 29
Author(s):  
Marwan M. Abdeldayem ◽  
Saeed H. Aldulaimi
Keyword(s):  
Higher Education ◽  
Arab World ◽  
Educational Institutions ◽  
Education Governance ◽  
Academic Management ◽  
Governance Practices ◽  
Governance In Higher Education ◽  
The Uk ◽  
Higher Education Organizations ◽  
Different Cultures

This research aims to investigate the application of leadership and governance in higher education organizations in the Kingdom of Bahrain and the UK. The study also intends to gather evidences on the practices of academic management in different cultures. The methods of the study relies on reading lists of governance standards from several advanced educational institutions and uses a “comparative methodology” based on the data from the Kingdom of Bahrain and The UK. This research reviews the various models of “the higher education governance” and discuss the strengths and weaknesses of each model. The study employs the three principles of UNDP (Transparency, Participation and Accountability) to assess application of leadership and governance in higher education institutions.The findings of this study reveal that Arab universities need to perceive the significance of clarifying the reason for governance. The examination likewise distinguishes the significance of relating their job and commitment to the procedure of change to the learning based economy and world informatics. Also, it features the need of broadening the cooperation of stakeholders in the key basic leadership.The importance of this study lies in examining whether the governance standards are associated with practical application in universities. Also it examines whether there is an influence of the culture and social aspects on the application and understanding of these standards. The significance of receiving administration measures in the Arab world lies in its possibility to change the HE organizations’ practices, and increment their ability for greatness and aggressiveness. Thus, ensures the autonomy of advanced education alongside its quality and viability particularly with respect to their yield and status locally and internationally. 

scholarly journals A Model for Discussing the Quality of Technology-Enhanced Learning in Blended Learning Programmes

2017 ◽  
Vol 9 (4) ◽  
pp. 1-20 ◽  
Author(s):  
Diogo Casanova ◽  
António Moreira
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Course Design ◽  
Technology Enhanced Learning ◽  
Learning And Teaching ◽  
Grounded Theory Method ◽  
Use Of Technology ◽  
Face To Face Learning ◽  
Enhanced Learning

This paper presents a comprehensive model for supporting informed and critical discussions concerning the quality of Technology-Enhanced Learning in Blended Learning programmes. The model aims to support discussions around domains such as how institutions are prepared, the participants' background and expectations, the course design, and the learning process. The research that supported the design of this model was framed by a Grounded Theory method, combining different approaches to empirical data collection with a review of evaluation models on aspects of the quality of Online and Distance Learning. Throughout the paper, arguments are made that Higher Education institutions need to be more critical with regard to the use of Technology-Enhanced Learning, and to support it as a counterpart to face-to-face learning and teaching. The model provides a framework for teachers in Higher Education to reflect and discuss the quality of Technology-Enhanced Learning in their Blended Learning programmes.

Sign in / Sign up

Export Citation Format

Share Document