Educators’ perceptions, attitudes and practices: blended learning in business and management education

Vladlena Benson,Ann Ooms,Deborah Anderson

doi:10.1080/21567069.2011.586676

Abstract

Adoption of blended learning is a complex process for higher education institutions and academic staff. Although the move towards blended learning is generally instigated at institutional level, factors determining its success and minimising resistance of faculty often emerge at delivery level. This paper explores adoption of blended learning practices in a Business School at a university in the United Kingdom. Based on the interviews with a purposive sample of 16 academic staff members delivering 36 business modules, this case study explores the concept of blended learning from the academic staff’s perspective. A typology of three distinct approaches to blended learning – ‘Technology is all’, ‘Bolt-ons’ and ‘Purely pedagogic’ – emerged from the data extending understanding of blended learning practices. A team of three researchers conducted the study. Two of the researchers were academic staff members from the Business School and one researcher was an academic staff member from another faculty within the same university.Keywords: blended learning; business education; higher education; educational technologyDOI: 10.1080/21567069.2011.586676

Highlights

The notion of blending various teaching methods to achieve an effective learning experience has been a subject of past and present exploration by academics
This study aims to investigate perceptions, attitudes and practices related to blended learning in higher education and to identify factors that facilitate or impede adoption and implementation of blended learning at the delivery level at the Business School at one university based in London, UK
A perception that young people like “to break things up” (Participant 2) appears to have led to academic staff considering a variety of tools and techniques in the delivery of their modules. Some participants saw this as “blended learning” that may or may not be information and communications technologies (ICT) based: Yes, I mean my blended learning does not necessarily have to do with ICT, but I do use a variety of techniques in a sense; it’s partly group discussion, partly it’s lecture, partly it’s individual work, so it is blended the blended is not mainly based [. . .] on ICT. (Participant 15)

Summary

Introduction

The notion of blending various teaching methods to achieve an effective learning experience has been a subject of past and present exploration by academics. Adding creative and innovative uses of technology to improve teaching practices have generated new opportunities for learning (for example, Clark 2003). Blended learning is envisaged to maximise the benefits of traditional teaching methods and online delivery. Vaughan (2007) contests this assumption and stresses significant difficulties and risks associated with technology uses in learning and teaching. The problems that arise in developing blended learning modules include insufficient support, lack of time and resources for course development, risks associated with availability of technology and the necessity of acquiring new teaching and technology skills. Evidence of challenges impeding the adoption of technology by instructors (Derntl and Motschnig-Pitrik 2005) motivated the researchers to investigate approaches of blended learning at the module level (one module is equivalent to 15 or 30 credits) and explore the concept of blended learning from the perspective of academic staff at the Business School at one post-1992 university in the United Kingdom

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Conclusion