Global Blended Learning Practices For Teaching And Learning, Leadership, And Professional Development

Abstract

Blended Learning is a combination of online and face-to-face activities for classroom instruction or other training modalities to help develop new knowledge and skills that can be transferred to the workplace environment. The use of blended learning is expanding globally (Vaughn, 2007). Blended learning is evident in professional development training and general classroom offerings for a number of educational programs across disciplines in global communities. With the limitation of funding and time constraints, more professional development training organizations, programs in departments and units at universities and colleges are infusing blended learning as another educational tool to use in the delivery of instructional and managerial services. Blended learning is a fast growing trend in traditional institutions in higher education and other organizations. An Online Learning Survey revealed that blended learning was expanding globally to the growth rate 46% or higher per year. Once organizational facilitators and instructional faculty members at the university and college become comfortable with blended learning applications, they are usually highly motivated to explore further new and improved ways of using blended learning for instructional services or managerial training activities (Allen, Seaman & Garrett, 2007). Students, leaders, faculty members, and staff in various teaching and learning venues use blended learning practices. The leadership development training process continues after face-to-face activity participation with the support of blending learning technology. Many university and college leadership programs using blended learning include at least three dimensions for students such as awareness of concepts, definition and procedures/policy, understanding of measurable skills and knowledge. The role of technology today using blended learning has broad implications for the student or learner. The online tools available in blended courses can also significantly enhance student engagement, ensuring that all students and learners participate in course discussions and benefit from collaborative learning (NGLC, 2012). This study will discuss a guiding definition for blended learning, benefits, team support, policy, management issues, rationale for expansion, professional development, purchasing, funding, evaluation, and lenses of the future and implications.

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