混合学习的愿景:确定在高等教育中形成混合学习的机构方法的挑战和机遇

IF 3.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Technology Pedagogy and Education Pub Date : 2023-02-17 DOI:10.1080/1475939X.2023.2176916
John Hill, Karen Smith
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引用次数: 1

摘要

摘要尽管自20世纪90年代初以来,高等教育就一直在进行混合学习,其好处也被很好地记录在案,但研究往往侧重于个别课程,而较少关注机构如何设想和参与混合学习以加强学习和教学。本文通过对战略文件和专家访谈的解释性定性研究,提供了2019冠状病毒病大流行前英国跨机构政策和实践的快照。研究结果表明,尽管在疫情前公布的机构战略中并不突出,但对混合学习的承诺体现在灵活性、包容性和可及性方面,承认需要结构和支持。专家们认为,战略领导力、治理结构、专业发展和持续支持是大规模采用的重要要求。文章的结论是,在新冠疫情之前,混合学习还没有正常化。疫情后,为了使混合学习正常化并支持持续广泛采用,各机构应听取研究文献的建议,并制定建立支持、结构和共享战略的机构愿景。
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Visions of blended learning: identifying the challenges and opportunities in shaping institutional approaches to blended learning in higher education
ABSTRACT Although higher education has engaged in blended learning since the early 1990s and its benefits are well catalogued, research often focuses on individual programmes and less on how institutions envision and engage with it to enhance learning and teaching. This article provides a pre-Covid 19 pandemic snapshot of cross-institutional UK policy and practice, through an interpretative, qualitative study of strategy documents and expert interviews. Findings show that while not prominent in pre-pandemic published institutional strategies, commitments to blended learning are expressed in terms of flexibility, inclusivity and accessibility, recognising the need for structures and support. Experts identify strategic leadership, governance structures, professional development and ongoing support as important requirements for large-scale adoption. The article concludes that blended learning, pre-pandemic, had not normalised. Post-pandemic, to normalise blended learning and support sustained widespread adoption, institutions should heed research literature recommendations and devise institutional visions that establish support, structure and shared strategy.
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来源期刊
Technology Pedagogy and Education
Technology Pedagogy and Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
9.50
自引率
2.00%
发文量
25
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