Abstract
This paper explores existing definitions and models of online and blended learning within the academic literature to ascertain the key elements (and different modes) of online learning and teaching provisions. These are compared with current online learning provisions within one higher education institution (HEIs) in the UK, to identify potential areas of gaps within GCU online provisions. Empirical data was collected from 42 participants including senior managers, learning technologists, and programme and module leaders and students, from across three different programmes in the University. The study sets out key characteristics and different modes of online L&T and recommendations for developing future online learning environments.
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