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Chapter 6.3 Mainstreaming Blended Learning to Enhance the Access, Learning and Retention of Students from Equity Groups

Institutional Transformation to Engage a Diverse Student Body

ISBN: 978-0-85724-903-6, eISBN: 978-0-85724-904-3

Publication date: 28 June 2011

Abstract

In this chapter we present a case study about a bottom-up approach in creating the strategy and action plan for the mainstream implementation of blended learning in one Faculty at a higher education institution in Croatia, and the implications this has on the access and retention of students from equity groups. In previous research the target groups were identified, and the next step was to investigate the specific needs of those groups of students, focusing on creating an effective learning environment. Taking an evidence-informed approach, institutional experts, management and staff developed a strategic framework, covering ICT support, the E-learning system and curriculum development to meet the specific needs of these students. One of the very important goals of mainstreaming widening participation at the Faculty of Organization and Informatics (FOI) is to create an effective learning environment for all students. E-learning is recognized as an important tool in making learning and education more accessible to all students at the FOI. The FOI's Strategy for E-learning contributes to this objective and since FOI is one of the leading faculties in the implementation of E-learning at the University of Zagreb, FOI's approach to E-learning is exemplary within the institution, and it has been taken into account when University of Zageb Strategy was being developed and implemented.

Keywords

Citation

Vidaek-Hain, V., Divjak, B. and Horvatek, R. (2011), "Chapter 6.3 Mainstreaming Blended Learning to Enhance the Access, Learning and Retention of Students from Equity Groups", Thomas, L. and Tight, M. (Ed.) Institutional Transformation to Engage a Diverse Student Body (International Perspectives on Higher Education Research, Vol. 6), Emerald Group Publishing Limited, Bingley, pp. 235-243. https://doi.org/10.1108/S1479-3628(2011)0000006023

Publisher

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Emerald Group Publishing Limited

Copyright © 2011, Emerald Group Publishing Limited