miun.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Critical Factors for Implementing Blended Learning in Higher Education
Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science. (HEEL)
2017 (English)In: International Journal of Information and Communication Technologies in Education, ISSN 1805-3726, Vol. 6, no 2, 37 - 51- p., DOl: 10.1515/ijicte-2017-0010Article in journal (Refereed) Published
Abstract [en]

The use of blended learning environments in higher education has rapidly increased in the 21st century. Tools andtechniques that initially were used in experimental distance education courses are today part of mainstreameducation with blended learning as a continuum between traditional face-to-face teaching and pure online courses.In this wide variety of course design there are success stories, but at the same time examples with low pass ratesand poor learning outcomes.

The research question for the study is: Which aspects have to be considered in the design and implementation ofblended learning in higher education? To answer this question, 15 selected publications were analysed in a I iteraturereview with the aim to identify important and critical factors when implementing blended learning in higher education.

As a result of the inductive analysis around 50 found factors have been grouped into 10 Categories of critical factorsand 4 Blended learning perspectives in a strive to identify critical aspects of contemporary blended learning in acomprehensive structure. One conclusion is that blended learning today can be seen as a mature educationalconcept still in need of redesign. Problems that were reported two decades ago are now combined with other morerecently identified critical factors. The presented categories and perspectives might be valuable as a checklist forimplementations of blended learning and hopefully a useful base for further research in the field of blended learning.

Place, publisher, year, edition, pages
Poland, 2017. Vol. 6, no 2, 37 - 51- p., DOl: 10.1515/ijicte-2017-0010
Keyword [en]
Blended learning, Technology enhanced learning, E-learning, Higher education
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:miun:diva-31105DOI: DOl: 10.1515/ijicte-2017-0010OAI: oai:DiVA.org:miun-31105DiVA: diva2:1118555
Projects
HEEL
Available from: 2017-06-30 Created: 2017-06-30 Last updated: 2017-06-30

Open Access in DiVA

No full text

Other links

Publisher's full texthttps://www.degruyter.com/view/j/ijicte.2017.6.issue-2/ijicte-2017-0010/ijicte-2017-0010.xml
By organisation
Department of Computer and System science
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar

Altmetric score

Total: 1 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf