You’ve probably seen this before but I thought it worth raising as evidence for a carpe diem approach.
The undergraduate experience of blended e-learning: a
review of UK literature and practice
Rhona Sharpe, Greg Benfield, George Roberts, Richard
Francis The Higher Education Academy – October 2006
“• Use the term blended learning. Although difficult to define, the term ‘blended
learning’ is finding acceptance among higher education staff. We suggest that
the advantages of the term include its poor definition - which allows staff to
negotiate their own meaning - the implication of the protection of face to face
teaching, and the implication of designing for active learning.
• Work with and within your context. We found that institutions who we had
identified as successful implementers of blended e-learning had highly
contextualised and specific rationales for their adoption of technology.
Similarly, successful local implementations were often in response to a real
relevant issues occurring at the course level.
• Use blended learning as a driver for transformative course redesign. The
importance of transformative course level designs was identified as one of
three characterisations of blended e-learning. Throughout the review, staff
repeatedly identified engaging in course redesign as critical to their success.
The valuable features of the course redesign were identified as: undertaking
an analysis of the current course, collecting and making use of student
feedback, undertaking the design as a team, designs which make explicit
their underlying principles, and developing the course iteratively over a
number of years.
• Help students develop their conceptions of the learning process. It seems to
be important how students conceive of their engagement with the learning
processes and activities within a blended e-learning context. In order to
support students, it is vital that we are consistent and transparent in
communicating our expectations about, for instance, attendance patterns or
how to engage in purposeful dialogue in asynchronous discussions.
• Disseminate and communicate results of evaluations. The need to coordinate,
promote and disseminate results from evaluations was identified as
a crucial aspect of monitoring institutional strategies and course redesigns.”