Blended learning (BL) is a preferred mode of delivery for most higher education institutions worldwide. BL allows for flexibility and convenience in programme delivery for especially adult learners who are working, studying, and responsible for their families. As such, higher education faculty are tasked with the responsibility of delivering blended courses for the frist time. What are some of the successes and challenges experienced by faculty engaging in blended learning?
This is a pretty big question. A few years ago here at the University of Huddersfield we embarked on a Blended/Distance learning programme and the challenges we faced were varied. The main issue was structure, students in a distance learning environment need to know what is clearly expected from them. To often students are given tasks without clear scaffolding and this can actually become a problem. Students also like online engagement via skype or Adobe Connect. It gave them a chance to connect with other students on the course.
Me and my colleagues did a few conference papers on this a few years back, maybe they might help. Check out the attached links.
http://eprints.hud.ac.uk/10567/
http://eprints.hud.ac.uk/17843/
http://eprints.hud.ac.uk/13319/
Addul Jabbar:
Thank you for sharing your insights and articles that really help to shed light on the issue of faculty engagement in blended learning.
Thank you for highlighting this problem an starting a dialogue! At the Faculty of Exact and Natural Sciences of University of Cuyo (Mendoza, Argentina) we are interested in the use of the blended learning approach in the framework of undergraduate Chemistry course, in particular, to favour the development of the research hability.
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