Keywords

blended learning, strategic planning, institutional adoption, practical framework, ICT, higher education

Abstract

Higher education institutions (HEIs) have recognised the role of blended learning (BL) in enhancing teaching and learning quality; many of these institutions have implemented BL initiatives as part of their quality enhancement efforts. Despite these efforts, HEIs face sustainability and scalability challenges and issues. There have been pockets of innovative BL practices but these practices are not prevalent across courses and programmes within institutions. In response, this paper proposes a framework to inform institutional strategic planning for driving, sustaining, and scaling up BL practices in HEIs. There are seven strategic dimensions in this framework: (1) curriculum; (2) vision and policy alignment; (3) infrastructure, facilities, resources, hardware and support; (4) professional development; (5) student learning support; (6) partnerships; and (7) research and evaluation. When the strategic planning of HEIs considers these strategic dimensions, they are more likely to drive, sustain and scale up BL practices in their institutions.

Original Publication Citation

Lim, C. P., Wang, T., & Graham, C. (2019). Driving, sustaining and scaling up blended learning practices in higher education institutions: a proposed framework. Innovation and Education, 1(1), 1–12. https://doi.org/10.1186/s42862-019-0002-0

Document Type

Peer-Reviewed Article

Publication Date

2019

Publisher

Innovation and Education

Language

English

College

David O. McKay School of Education

Department

Instructional Psychology and Technology

University Standing at Time of Publication

Full Professor

Download

Share

COinS