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The “E”-Vangelist’s Plan of Action – Exemplars of the UK Universities’ Strategies for Blended Learning

Identifieur interne : 001261 ( Main/Exploration ); précédent : 001260; suivant : 001262

The “E”-Vangelist’s Plan of Action – Exemplars of the UK Universities’ Strategies for Blended Learning

Auteurs : RBID : ISTEX:F09CE5477494121A1E78923640E7F4743A965522

English descriptors

Abstract

Abstract: There have been national studies concentrating on institutional e-learning or blended learning practices in both the UK and US. Using comparative case study methods, this research adds to the growing number of studies by exploring two institutional policies and strategies for blended learning. The findings are reflected in four dimensions (1) a single strategy for blended learning promotes an institutional-wide adoption without confusion; (2) such an institutional strategy ought to be clear, simple and driven by research and support from an inter-disciplinary centre; (3) Disciplinary and individual-tailored support and external funded projects are necessary for further motivation; and (4) it is recommended to provide recognition for innovative teaching excellence and research excellence for blended learning directly from the top management.

Url:
DOI: 10.1007/978-3-642-03697-2_35

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Le document en format XML

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<mods:affiliation>Centre for Excellence in Learning and Teaching (CELT), University of Glamorgan, CF37 1DL, United Kingdom</mods:affiliation>
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<div type="abstract" xml:lang="eng">Abstract: There have been national studies concentrating on institutional e-learning or blended learning practices in both the UK and US. Using comparative case study methods, this research adds to the growing number of studies by exploring two institutional policies and strategies for blended learning. The findings are reflected in four dimensions (1) a single strategy for blended learning promotes an institutional-wide adoption without confusion; (2) such an institutional strategy ought to be clear, simple and driven by research and support from an inter-disciplinary centre; (3) Disciplinary and individual-tailored support and external funded projects are necessary for further motivation; and (4) it is recommended to provide recognition for innovative teaching excellence and research excellence for blended learning directly from the top management.</div>
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