This paper seeks to outline a time‐based strategy for blended learning that illustrates course design and delivery by framing students' learning opportunities in synchronous and asynchronous modalities.
This paper deconstructs the evolving components of blended learning in order to identify changes induced by digital technologies for enhancing teaching and learning environments.
This paper hypothesizes that blended learning may be traced back to early medieval times when printed material provided the first asynchronous learning opportunities. However, the digitalization of contemporary learning environments results in a de‐emphasis on teaching and learning spaces. When time becomes the primary organizing construct for education in a technology‐supported environment, blending possibilities emerge around five components: migration, support, location, learner empowerment, and flow.
This study enables the readers to conceptualize blended learning as a combination of modern media, communication modes, times and places in a new kind of learning synthesis in place of traditional classrooms and technology with the teacher serving as a facilitator of a collective learning process.
The major implication of this paper is that modern learning technologies have freed students and educators from the lock in of classroom space as being the primary component of blended learning, thereby emphasizing learning rather than teaching in the planning process.
This paper proposes a new model of blended learning in which physical teaching environments give way to time. Time and synchronicity become the primary elements of the learning environments. In addition, the authors suggest that the time‐based model as an educational “new normal” results in technologies as enablers rather than disruptors of learning continuity.
The paper aims to present a strategic model for online program success in higher education and to discuss the implications of web‐based teaching for learning assessment…
The paper aims to present a strategic model for online program success in higher education and to discuss the implications of web‐based teaching for learning assessment and program evaluation.
This paper uses an analytic approach to deconstruct a successful online program to identify necessary elements for the initiative to become apart of the institutional culture.
The paper traces the evolution of online learning in higher education over the past decade, poses the necessary strategic planning questions that must be answered, identifies critical success factors, argues that that the broadening scope of evaluation will have to encompass emerging constructs such as information fluency, and hypothesizes online learning as a systemic initiative.
The study intends to stimulate case study research at other colleges and universities using the template of this paper to assess whether or not the model constructs and elements are robust with respect to institutional context.
This paper outlines a planning and assessment protocol that may be used for establishing successful online programs and assessing the outcomes of the initiative in terms of the original objectives as well as unanticipated side effects.
This paper unifies many heretofore disparate components of online learning as they effect student populations, faculty development, necessary support services, program accountability, infrastructure issues, and new models for evaluation.