Blended Learning from Design to Evaluation: International Case Studies of Evidence-Based Practice

Y

12

Blended Learning; Instructional Design; Program Development; Program Evaluation; Comparative Education; Case Studies; Evidence Based Practice; Faculty Development; Educational Benefits; Reflective Teaching; Stakeholders; Alignment (Education); Institutional Mission; Educational Objectives; Universities; Foreign Countries

Brazil; Sweden; South Africa; Canada

2472-5749

This study compares and contrasts four international faculty development programs for blended learning in order to understand the benefits, challenges, lessons learned, and recommendations from such initiatives. The benefits identified for faculty members, who participated in these programs, were that they became more reflective of their teaching practice and began to make a role adjustment from being a content provider to a designer and facilitator of learning for students. The biggest challenge appeared to be a lack of common institutional definition and understanding of blended learning as well as a lack of time and resources to support faculty in the redesign of their courses. With regards to lessons learned, each program emphasized the need for all institutional stakeholders to be involved in supporting the initiative and that blended learning does not simply imply adding digital technologies to an existing face-to-face course. The key recommendation from this study is that a faculty development program for blended learning needs to be clearly aligned with the institution's vision and mission.

As Provided

16

2017

EJ1154157