Gordon Suddaby

Blended Learning: How Teachers Balance the Blend of Online and Classroom Components

Despite teacher resistance to the use of technology in education, blended learning has increased rapidly, driven by evidence of its advantages over either online or classroom teaching alone. However, blended learning courses still fail to maximize the benefits this format offers. Much research has been conducted on various aspects of this problem, but only one other study has examined teaching practice in a blended course. Teachers using blended learning were interviewed about their use of online and classroom components and the reasons for their decisions. The online and classroom aspects of their course were analysed against a pedagogical framework of engagement strategies. Classroom components were found to be more highly valued by teachers than those online, an attitude largely driven by their perceptions that specific learning functions were best suited to particular formats. The courses themselves reflect these values. Most teachers used well-developed engagement strategies in their classroom teaching, compared to a minimal use of strategies online. Further, with one exception there was a lack of integration between online and classroom components. Blended learning will not fulfill its promise of better learning unless teachers can be encouraged to re-think and redesign courses that afford students more, and different learning experiences than those offered by either online or classroom alone. This paper adds to a small literature base examining what teachers actually do in blended learning, and signals steps that teachers and their institutions might take to build on the opportunities presented by blended learning.

Avoiding the goulash: closing gaps and bridging distances

Not many universities provide both distance and on-campus study options for study. Massey University has been delivering both for more than 50 years. In this time there has been a significant change from paper-based to increasingly online delivery (both on-campus and at a distance). Services provided to students have also changed and adapted to meet the needs of an increasingly diverse student population. The paper outlines changes in service delivery to on-campus and distance students, the development of an online toolset of self-help services and also provides an overview of the underpinning student success framework. This framework informs current and future service delivery and allows evaluation of the usefulness of services for on-campus and distance students.

Coordinated, Collaborative and Coherent: Developing and Implementing E-Learning Guidelines within a National Tertiary Education System

Purpose – The paper aims to discusses two complementary initiatives focussed on developing and implementing e‐learning guidelines to support good pedagogy in e‐learning practice.Design/methodology/approach – The first initiative is the development of a coherent set of open access e‐learning guidelines for the New Zealand tertiary sector. The second project, arising from the e‐learning guidelines project, will implement selected guidelines in 18 tertiary institutions and evaluate the implementation processes and the outcomes.Findings – The guidelines provide a framework for good pedagogical practice that supports quality e‐learning activity and engages staff in critically reflecting on e‐learning practice. The paper describes how e‐learning quality guidelines contribute to enhanced pedagogical quality, greater collaboration, and an approach that is focused on the learner.Practical implications – Institutions need to provide motivation, support and resources to successfully implement e‐learning guidelines.O...

Professional Development: Assuring Quality in E-Learning Policy and Practice.

Purpose – The paper reports on findings of research into the institutional and individual influences on engaging in professional development (PD), reflecting on how PD might be made available in ways which could support quality in e‐learning.Design/methodology/approach – The paper presents findings of a research project exploring factors influencing engagement in e‐learning PD within New Zealand tertiary education institutions. The research comprised an online survey of 408 individuals in three polytechnics and two universities and 40 qualitative interviews ascertaining beliefs, experiences and practices of staff regarding e‐learning PD.Findings – The survey and interviews suggest there are numerous factors which both help and hinder quality of engagement in e‐learning PD. Most PD engaged in by staff is informal. Engagement in formal PD is influenced by organisational structure, co‐ordination, poorly developed and/or implemented e‐learning policy, differences in managerial support, and individual beliefs ...