Title: Blended Learning: An Institutional Approach for Enhancing Students’ Learning Experiences
Author: Joanna Poon
Key points
- The article examines the benefits that blended learning provides to students’ learning experiences
- This article discusses lessons learned from academic research in developing blended learning and reports students’ perceptions of the blended learning environment
- Key challenges of blended learning are unrealistic student expectations, student-perceived isolation, and technological problems for students
Abstract:
Since the mid-1990s, larger student enrollments and more diverse student populations have resulted in a greater emphasis on enhancing students’ learning experiences in higher education. The approaches used for teaching and learning have been shown to both directly impact and substantially enhance students’ learning experiences. Blended learning, which is usually viewed as a combination of face-to-face and online delivery methods, can influence students’ perceptions of the learning environment and, subsequently, their study experiences, learning outcomes, and ultimate academic achievement. In this paper, the author has reported on a case study regarding the use of blended learning as a delivery method at Nottingham Trent University in the United Kingdom. The author aimed to examine the benefits that blended learning provides to students’ learning experiences. The discussion in this paper has focused on lessons learned from academics in developing blended learning, and has reported students’
perceptions of the blended learning environment. The data collected for this study included interviews with academics and responses from students to a questionnaire survey. The research findings formed the basis of recommendations for the development of learning and teaching practices and approaches that will enhance students’ learning experiences.
What would this look like in a course?
- Course designs should be based on the university’s decision on the method of course delivery (i.e., in-person, online, or blended).
- Instructors should reevaluate course syllabi and decide what content belongs online and what is best taught offline.
- Instructors should carefully consider how to allocate synchronous and asynchronous portions fairly and effectively for class.