Flexibility, variety and adaptability is the name of the game in terms of attracting, retaining and motivating learners. Faced with a mind‐boggling choice of multi‐media…
Abstract
Flexibility, variety and adaptability is the name of the game in terms of attracting, retaining and motivating learners. Faced with a mind‐boggling choice of multi‐media solutions, training and human resources specialists are realising it is all down to finding the right blend and making sure it is well prepared. As the over‐riding aim of a blended learning training programme is to meet the training requirements of both individual learner and company, it is vital to ensure that the different learning media are employed appropriately and in the right mix. In order to benefit from a learning programme that will act as a strategic business resource, companies must invest in a blend created specially for them, their culture, their business objectives and their workforce.
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Abstract
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When the Open College was set up in 1987, ICI looked to the newinstitution as an extra resource to be used when relevant, within itsapproach to performance improvement. Experience…
Abstract
When the Open College was set up in 1987, ICI looked to the new institution as an extra resource to be used when relevant, within its approach to performance improvement. Experience with general presentation on open learning suggested the Open College was too focused on open learning as a “good thing”. Instead, the Open College and ICI developed an approach which started further back, by reviewing organisational performance and the extent to which this might be improved by training – and then if open learning was the appropriate route. The preparation and delivery of the new style presentation is detailed.
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Paul Harris, John Connolly and Luke Feeney
The purpose of this paper is to identify key themes within the blended learning literature and to develop a series of practical recommendations to facilitate the successful…
Abstract
Purpose
The purpose of this paper is to identify key themes within the blended learning literature and to develop a series of practical recommendations to facilitate the successful adaptation and implementation of a “blended approach to learning delivery”.
Design/methodology/approach
The literature was reviewed and informed a series of recommendations for organisations considering adopting or implementing blended approaches to teaching and training.
Findings
Several key themes centering on the importance of evaluation, skills training, pedagogy, human factors, technology and implementation were identified. The emerging themes informed a series of practical recommendations to assist organisations considering blended learning approaches. Findings highlight the current limitations in the evidence base.
Practical implications
The identified key themes and practical recommendations provide a useful assist to organisations considering adopting and implementing blended approaches to teaching and training.
Originality/value
The paper highlights key areas for development in the blended learning literature and at the organisational level.
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This paper aims to report the detailed findings of a Centre for Education in the Built Environment (CEBE) funded study into good practice in the use of blended learning in…
Abstract
Purpose
This paper aims to report the detailed findings of a Centre for Education in the Built Environment (CEBE) funded study into good practice in the use of blended learning in property education. “Blended learning” is a combination of face‐to‐face learning experiences and online learning experiences which aim to complement each other in order to support and enhance student learning. The aim of this paper is to examine the benefits that blended learning provides to students' learning experience and engagement in property education. It also seeks to discuss lessons learnt from academics who deliver Royal Institution of Chartered Surveyors (RICS) and Chartered Institute of Building (CIOB) accredited property‐related courses, in developing blended learning and students' interaction with the blended learning environment.
Design/methodology/approach
This paper presents the research findings from interviews and questionnaire surveys of RICS and CIOB accredited property‐related course providers and the students who currently study these courses. Eight course directors of property‐related courses were interviewed and through discussion with the academic interviewees a questionnaire was developed and sent to all RICS and CIOB undergraduate and postgraduate course directors in the UK. The eight interviewed course directors were requested to send out a questionnaire to their students, and 442 completed students' questionnaires were returned. Further telephone interviews with seven students were conducted. The interviews were recorded, transcribed and coded to identify similar themes. The frequency of the answer in the questionnaire and comments from interviewees is presented.
Findings
Both academics and students find that blended learning gives greater flexibility for student learning in terms of learning style and study pace. With the adoption of a wide range of delivery methods, blended learning can successfully improve students' experience and enhance their engagement. It is also important to ensure that blended learning is really “blended” and includes a good mix of delivery methods. “Face‐to‐face interaction” with students is important as students require reassurance and on‐going support from lecturers. Providing training for students to use specialist software in order to equip them to fully utilise blended learning is also essential. Finally, allocation of sufficient time and resources for the development and maintenance of blended learning programmes is also key to its success.
Originality/value
This paper is the first to investigate the lessons learnt from academics in developing blended learning and also students' interaction with the blended learning environment in property‐related courses in the UK. Property‐related course providers can use the results of this study to inform the design of blended learning in their programme in order to enhance students' learning experience and engagement.
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George Macgregor and James Turner
The use of e‐learning is largely predicated upon the assumption that it can facilitate improvements in student learning and therefore can be more effective than conventional…
Abstract
Purpose
The use of e‐learning is largely predicated upon the assumption that it can facilitate improvements in student learning and therefore can be more effective than conventional techniques. This assumption has been supported by some in the literature but has been questioned by a continuing body of contrary or indifferent evidence. The purpose of this paper is to improve the theoretical understanding of the variables influencing e‐learning effectiveness, the manner in which these variables have been studied to date, and to propose a suitable conceptual model of e‐learning effectiveness to aid its evaluation.
Design/methodology/approach
The paper revisits and critically reviews major contributions to the e‐learning effectiveness literature.
Findings
Owing to a variety of issues prevalent in the literature, it is clear that the variables influencing effectiveness are multifarious and few researchers impose adequate controls or factor them into research designs. Drawing on the work of Dewey, Englebart, and Kaplan, a conceptual framework of e‐learning effectiveness is proposed. This model maps out the key variables involved in the study of e‐learning effectiveness and the interactions between variables.
Originality/value
It is anticipated that such a model will assist researchers in developing future evaluative studies which are both sufficiently robust and holistic in design. It is also hypothesised that studies designed using the conceptual model will be more likely to yield results corroborating the ability of e‐learning to affect improvements in student learning.