Modern trends in learning architecture

Little Bob (Bob Little Press & PR, St Albans, UK)
Knihova Ladislava (Education Online, Prague, Czech Republic)

Industrial and Commercial Training

ISSN: 0019-7858

Publication date: 28 January 2014

Abstract

Purpose

The purpose of this paper is to examine current practice in blended learning – notably the view of blended learning as a synthesis of different approaches to the delivery of learning in order to create high impact learning.

Design/methodology/approach

An exploration of the development of blended learning over the years, especially how it is being affected by developments in learning delivery technology and learning design.

Findings

Learning architecture and design ought to be enhanced by the thoughtful use of various new tools, strategies and delivery platforms working in harmony. Only then can the learning process finally become highly attractive for new generations of learners.

Research limitations/implications

New trends driving virtual learning prescribe the use of a portfolio of new tools. This, therefore, is producing changes in e-learning architecture, including the need for multi-device learning solutions, along with the need to implement multimedia formats in producing virtual learning solutions. Simultaneously, for educators, there have been changes in learning solutions' design based on the emergence of the self-determined and autonomous learner, as described by the concept of heutagogy.

Practical implications

The complexities of creating an appropriate blend along with the most effective learning solutions for each learner – including the use of mobile platforms and social learning – have never been more challenging.

Originality/value

Customising learning is in its early stages but, with the advent of new delivery technology and the growth of self-determined learners, it will become unavoidable.

Keywords

Citation

Little, B. and Knihova, L. (2014), "Modern trends in learning architecture", Industrial and Commercial Training, Vol. 46 No. 1, pp. 34-38. https://doi.org/10.1108/ICT-07-2013-0046

Download as .RIS

Publisher

:

Emerald Group Publishing Limited

Copyright © 2014, Emerald Group Publishing Limited

Please note you might not have access to this content

You may be able to access this content by login via Shibboleth, Open Athens or with your Emerald account.
If you would like to contact us about accessing this content, click the button and fill out the form.
To rent this content from Deepdyve, please click the button.