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ERIC Number: EJ1211536
Record Type: Journal
Publication Date: 2019
Pages: 15
Abstractor: As Provided
ISSN: EISSN-1449-5554
Create a Fine Blend: An Examination of Institutional Transition to Blended Learning
Mestan, Kemran
Australasian Journal of Educational Technology, v35 n1 p70-84 2019
Higher education institutions across the globe are increasing the extent to which they teach in a blended mode. However, in the rush to transition to blended teaching, institutions often fail to systematically review their transition process. Via a case study of one institution's transition to blended teaching, this paper aims to assist other institutions make similar transitions. Numerous recommendations for how institutions can advance their transition to blended learning are deduced. The investigation triangulates three data sets collected from: (1) methodical observation of the learning management system (LMS); (2) interviews with unit coordinators; and (3) a large-scale student survey. It was found that although both students and academics were receptive to blended learning, neither had a clear understanding of what it was. There is wide variability in the structure and quality of blended units and LMS sites. Lifting the standard of poorer quality blended units requires considerable investment to provide academics with time and resources. Students were on average satisfied with the online aspect of blended learning; they were particularly satisfied with procedural efficiencies, but less so with socially interactive aspects of learning. Overall, blended learning appears to enhance engagement, providing more avenues for students to engage with learning materials.
Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A