Open AccessA blended learning framework for curriculum design and professional development
Author(s) -
Negin Mirriahi,
Dennis Alonzo,
Bob Fox
Publication year - 2015
Publication title -
research in learning technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.52
H-Index - 26
eISSN - 2156-7077
pISSN - 2156-7069
DOI - 10.3402/rlt.v23.28451
Subject(s) - affordance , professional development , curriculum , flexibility (engineering) , faculty development , instructional design , blueprint , pedagogy , higher education , pace , citation , learning design , educational technology , computer science , mathematics education , knowledge management , sociology , psychology , political science , engineering , library science , management , mechanical engineering , geodesy , human–computer interaction , law , economics , geography
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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