Blended Learning in Higher Education
N-TUTORR overview of blended learning and its impact on the student experience
Dr Sarah Carroll, with Dr Carina Ginty and Dr Moira Maguire
Although blended learning models had been in practice since the 2000s, the COVID-19 pandemic greatly accelerated the frequency of both practice and research as education institutions worldwide incurred an emergency pivot to online learning.
Consistently, a notable theme in the literature is the ambiguity that exists in defining blended learning and describing the associated benefits on the learner experience. This review seeks to provide an overview of blended learning in the higher education space, to inform relevant decision-makers across the technological university sector in Ireland.
This green paper, which has been designed to prompt discussion and facilitate sector-wide discussion and collaboration, is published under the Student Empowerment stream (Stream 1) of the N-TUTORR programme.
Summary of key findings:
Blended learning has seen an evolution of definitions, with recent definitions emphasising the need for thoughtful and purposeful curriculum design, and not solely using shifting curriculum designed for in-person instruction into online delivery modalities,
Models associated with blended learning include enriched virtual, flipped learning, rotational hybrid, flex, a la carte, and HyFlex,
Due to vast range of methodologies, theoretical lenses, and contexts, it is difficult to ascertain whether blended learning has an effect on student academic performance. However, the consensus in the literature is that it has little effect, if any,
Students prefer blended learning models as it offers the best of both worlds: offering the flexibility of online learning whilst neutralising perceived weaknesses,
Benefits include increased flexibility, personalisation, learning agency, satisfaction, employability and interaction,
Challenges include requiring more time management skills, negative attitudes from staff, lack of knowledge and skills, lack of technology and infrastructure, and interpersonal issues such as isolation,
Well-designed learning management systems and effective staff training are identified as key in successful blended implementation.