A blended learning framework for curriculum design and professional development
Date
2015
Authors
Mirriahi, N.
Alonzo, D.
Fox, B.
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Journal article
Citation
Research in Learning Technology, 2015; 23(28451):1-14
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Abstract
The need for flexibility in learning and the affordances of technology provided the impetus for the rise of blended learning (BL) globally across higher education institutions. However, the adoption of BL practices continues at a low pace due to academics' low digital fluency, various views and BL definitions, and limited standards-based tools to guide academic practice. To address these issues, this paper introduces a BL framework, based on one definition and with criteria and standards of practice to support the evaluation and advancement of BL in higher education. The framework is theoretically underpinned by the extant literature and supported by focus group discussions. The evidence supporting the criteria and standards are discussed with suggestions for how they can be used to guide course design, academic practice, and professional development.
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Copyright 2015 N. Mirriahi et al. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License, allowing third parties to copy and redistribute the material in any medium or format and to remix,transform, and build upon the material for any purpose, even commercially, provided the original work is properly cited and states its license. (http://creativecommons.org/licenses/by/4.0/)