Switching from Traditional to Blended Learning at University Level: Students' and Lecturers' Experiences
Keywords:
education, blended learning and F2F transitionsAbstract
This research paper is a reflective account of the
implementation of blended learning in terms of the principles and
mechanics employed and what it meant for students and lecturers who
participated in the course. The process included gathering research
evidence, seeking departmental approval, changing the curriculum,
experimenting with digital media, specifically; voice overs and video
technology; integrating student feedback and interaction and
monitoring student learning and accessibility. From the students‟
perspectives, there was need for greater self-regulation and
accountability for covering online material and utilizing online
resources in meaningful ways. The research also examined the patterns
of access that students utilized (e.g. the days, times and duration with
online content, the methods they employed, etc.). The findings revealed
that lecturers developed many creative approaches to facilitate online
learning using various media. There was also need for much reflective
thought and critical thinking in developing the online content especially
in terms of integrating post-online dialogue in the face-to-face
environment. Overall, this initial foray into blended learning at this
university department revealed critical principles and mechanics which
were instrumental to the success of the new strategy. The implications
of these findings were further explicated.
https://doi.org/10.26803/ijlter.17.5.1
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Copyright (c) 2018 W. Marc Jackman
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