Blended Learning: Moving Beyond the Thread, Quality of Blended Learning and Instructor Experiences

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2019
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Kastner, Jenine
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Abstract
The purpose of this study was to determine the benefits, barriers, and professional development practices utilized in higher education settings to implement blended learning classes. Higher education is changing in their delivery models and use of on-line learning to adjust to the present demands. Blended learning (a combination of face-to-face and online learning) has an increasing presence in the learning landscape in higher education. With this approach, there is a need to research approaches, professional development, and potential barriers to blended learning. This quantitative national research explored the potential barriers, benefits, and professional development practices of blended learning as an approach to the teaching and learning in higher education. Participants volunteered to respond anonymously to survey questions about blended learning practices in higher education. The survey was an adaptation of “The Blended Learning Best Practice Survey” (eLearning Guild, 2003) and from Going the Distance: Online Education in the United States (2011) from Babson Research Group. Additional insight and understanding of current and future trends regarding how to surpass these barriers to enhance the overall practices were included in this study. Current findings also identified an inherent need to improve and enhance professional development practices in higher education institutions offering blended learning courses. The researcher recommended that higher education institutions utilize this blended learning research to develop guidelines that are more comprehensive, training, and collaboration to improve these practices and to move beyond the thread.
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Jenine Kastner Dissertation
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