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The University of the Highlands and Islands (UHI) provides a case study on reflective practices in blended learning at an institution that is overcoming unusual geographic and demographic pedagogical challenges. These practices may be of value to other institutions, from those employing ‘traditional’ delivery, to the latest technologically supported, asynchronous teaching methodology. This paper has developed from the outputs of a project conducted within UHI to collate recent pedagogical research, both external and internal, in order to identify goals for future pedagogical development within the institution. We thus examine the evolution of UHI’s blended learning practice as a case study in the adoption and refinement of blended learning in a higher education institution with a specific geographical context. We will highlight some examples of how UHI has sought to characterise its own delivery, measure success, and translate this into effective strategy and policy across the institution.

'Blended’ Learning at the University of the Highlands and Islands: a Case Study in Self-Awareness and Policy Making