Blended learning: Scaling library services and instruction to support changing educational landscapes

Abstract

Purpose

Because many colleges and universities have growing numbers of students in online and blended programs, libraries should adapt their services and adjust their organizational structures to support them. Students have adopted blended learning programs whether or not the programs are officially designed as blended programs. Libraries need to change their service orientation in response and learn to scale services using available technologies. Scaling services and personnel resources also requires developing a scalable organizational learning culture. The paper aims to discuss these issues.

Design/methodology/approach

Using a change in support for online/distance students and organizational restructuring in Ekstrom Library at the University of Louisville as a case study, this paper examines the review process, organizational restructuring, and focus on scaling services that resulted in a new service model.

Findings

This study found that scaling services as applied to IT and business organizations is also valuable as an approach in enhancing library services to online students. Changing user needs must be correlated with available organizational resources and technological solutions to deliver appropriate services. Modifying and building services with a goal of scaling them to appropriate levels will enhance library outcomes.

Research limitations/implications

Other case studies concerned with responding to changing student expectations and scaling services and organizational resources would be useful to add to these findings.

Originality/value

The perspectives and approach described in this case study will be instructive for adapting library services to changing user environments.

Citation

Keisling, B. (2018), "Blended learning: Scaling library services and instruction to support changing educational landscapes", Library Management, Vol. 39 No. 3/4, pp. 207-215. https://doi.org/10.1108/LM-08-2017-0080