Previously published as: Training Strategies for Tomorrow
Online from: 2003
Subject Area: Learning and Development
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|Title:||Blended learning in higher education (HE): conceptualising key strategic issues within a business school|
|Author(s):||Colm Fearon, (Senior Lecturer in the Business School at Canterbury Christ Church University, Canterbury, UK), Simon Starr, (Learning Technologist at Canterbury Christ Church University, Canterbury, UK), Heather McLaughlin, (Principal Lecturer in the Business School at Canterbury Christ Church University, Canterbury, UK)|
|Citation:||Colm Fearon, Simon Starr, Heather McLaughlin, (2012) "Blended learning in higher education (HE): conceptualising key strategic issues within a business school", Development and Learning in Organizations, Vol. 26 Iss: 2, pp.19 - 22|
|Keywords:||Blended learning, Higher education, Learning methods, Strategy making|
|DOI:||10.1108/14777281211201196 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
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.
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