Criteria for successful blended learning

Sue Honoré

99 citations0/0 files storedIndustrial and Commercial Training

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Online and Blended Learning Educational Technology and E-Learning Management and Marketing Education

Abstract

Purpose The purpose of this article is to highlight the factors that need to be considered when implementing a blended learning solution in a group environment. Design/methodology/approach The insights are based on the authors experience of delivering a blended learning module to successive cohorts of international Executive MBA candidates over a three year period. A range of post‐module evaluation mechanisms were utilized to collect quantitative and qualitative data and this was supported by face‐to‐face and online discussion with participants. In addition, the authors own reflections on the experience as faculty and e‐learning consultants has been taken account of in the interpretation of the results. Findings The importance of human behavioral factors over content and tool selection when implementing a blended learning solution cannot be ignored. The role of group dynamics in achieving the learning outcomes also needs to be considered, as does the perceived value of the approach to be taken by the participants. Findings relate to both the e‐learning experience and other learning methods experienced on the course, influenced partly by the students' expectations and preferences. Practical implications Key learning is shared with readers so that they can learn from the author's experiences such that anyone considering a blended learning approach in the future considers the three‐way partnership of the organization, the learner and the supplier. Originality/value This article will be of special interest to e‐learning developers or development specialists considering blended learning approaches as it draws their attention to the factors beyond the technological application itself which is where attention can become overly focused.

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References

2002The fifth discipline-the art and practice of the learning organisation 1983Instructional Design Theories and Models 1983Motivational Design of Instruction

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