Core Conceptual Features of Successful Blended Learning in Higher Education: Policy Implications
Date
2022
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Education Policy Analysis Archives
Abstract
COVID-19 has “taught” universities worldwide that using digital technologies to support
Pure online or blended learning is a survival strategy. This lesson, plus the inclusion of technology
in continental, national, and university policies and strategic plans implicate significant technology
integration, especially blended learning, in higher education in the post-pandemic era. However,
there is a lack of sound theoretical frameworks to adequately explain success indicators and success factors in
blended learning. Existing frameworks provided particulars about the impacts of blended learning
within certain contexts; none provided a comprehensive analysis of the significant factors thattranscend specific application contexts. Moreover, the frameworks did not offer clear conceptions
of knowledge, teaching, learning, and technology and its role in learning. To better inform successful blended
learning adoption, this study problematizes success indicators and success factors based on a configurative
review of existing frameworks and emerging theoretical perspectives in higher education. A holistic
conceptual framework that transcends context specificity is proposed to better inform policy
making, instructional design, and teaching and learning. Conceptions of adaptive policy: policy as
learning design and policy as practice are found relevant for blended learning policy making and
analysis in higher education.
Description
Research Article
Keywords
blended learning, higher education, policy making