Facilitating Flexible Learning by Implementing Blended Learning with Reduced Classroom Time: Research Insights and Implications for Practice

Blended learning research and practice have been areas of growth for two decades in Canada, with over 95% of Canadian higher education institutions involved in some form of blended learning. Despite strong evidence based research and practice blended learning, for the most part, has remained at sidelined in Canadian universities. The article argues the need for blended learning to situate itself within the timely and crucial Higher Education Reform (HER) agenda. By aligning the affordances of blended learning with the components of HER, blended learning can clearly serve as an enabler for HER. Keywords : Blended learning, Higher Education Reform. References AKYOL, Z.; GARRISON, D. R.; OZDEN, M. Y. Online and blended communities of inquiry: Exploring the developmental and perceptional differences. The International Review of Research in Open and Distributed Learning , 10(6), 65-83, 2009. ALLEN, I. E.; SEAMAN, J. Going the distance : Online education in the United States, 2011. Babson Survey Research Group, 2010. Retrieved from: http://sloanconsortium.org/publications/survey/going_distance_2011 . ALLEN, I. E.; SEAMAN, J. Online report card —tracking online education in the United States . Babson Survey Research Group, Online Learning Consortium, 2016. Retrieved November 27, 2016, from http://onlinelearningconsortium.org/read/online-report-card-tracking-online-education-united-states-2015/ CLEVELAND-INNES, M.; GAUVREAU, S. Faculty role change: Adjustment to the influence of online teaching and learning. European Journal of Open, Distance, and eLearning , EDEN Special Issue, 134-144, 2015. Retrieved from: http://www.eurodl.org/materials/special/2015/Cleveland-Innes_Gauvreau.htm COHERE Report on Blended Learning HRSDC Canada, 2011. Available at http://cohere.ca/ GARRISON, D.R.; VAUGHAN, N.D. Institutional change and leadership associated with blended learning innovation: Two case studies. The Internet and Higher Education , 2013. GARRISON, D.R. University of Calgary Position Paper. Blended Learning Approaches to Teaching and Learning, 2003. GARRISON, D. R.; VAUGHAN, N. Blended learning in higher education . San Francisco: Jossey-Bass, 2008. GARRISON, D. R. E-Learning in the 21st century : A framework for research and practice (2nd Ed.). London: Routledge/Taylor and Francis, 2011. GARRISON, D. R.; KANUKA, HBlended learning: Uncovering its transformative potential in higher education. The internet and higher education , 7(2), 95-105, 2004. Retrieved from: http://dx.doi.org/10.1016/j.iheduc.2004.02.001 GRAHAM, C. R.; WOODFIELD, W.; HARRISON, J. B. A framework for institutional adoption and implementation of blended learning in higher education. The Internet and Higher Education , 18, 4–14, 2013. Retrieved from: doi:10.1016/j.iheduc.2012.09.003 INTERNATIONAL Review of Research in Open and Distributed Learning Volume 18, Number 3 May – 2017. Marti-Cleveland-Innes Leadership Notes: Editorial HARTMAN, J. The Promise and Practice of Blended Learning. 2010. Retrieved from: http://hosted.mediasite.com/mediasite/Viewer/?peid=b093b6024bb349feae7ba771bd29d9b61d LAUMAKIS, M.; GRAHAM, C.; DZIUBAN, C. The Sloan-C Pillars and boundary objects in framework for evaluating blended learning. Journal of Asynchronous Learning Networks , 13(1), 75-87, 2010. LOPEZ-PEREZ, M.V.; PEREZ-LOPEZ, M.C.; RODRIGUEZ-ARIZA, L. Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers & Education , 56(3), 818-826. (2011). MOSKAL, P.; DZIUBAN, C.; HARTMAN, J. Blended learning: A dangerous idea?. TheInternet and Higher Education , 18, 15-23, 2013. http://dx.doi.org/10.1016/j.iheduc.2012.12.001 . OWSTON, R. Blended learning policy and implementation: Introduction to the special issue. The Internet and Higher Education , 18, 1-3, 2013. http://dx.doi.org/10.1016/j.iheduc.2013.03.002 . PICCIANO, A. G. Blended with purpose: The multimodal model. Journal of Asynchronous Learning Networks , 13(1), 7-18. (2009). VAUGHAN, N.D.; GARRISON, D.R. A blended faculty community of inquiry: Linking leadership, course redesign and evaluation. Canadian Journal of University Continuing Education, 32 (2), 67-92, 2006. Retrieved from : http://www.extension.usask.ca/cjuce/articles/v32pdf/3223.pdf VAUGHAN, N. A blended community of inquiry approach: Linking student engagement and course redesign. The Internet and Higher Education , 13 (1-2), 60-65, 2010 . VAUGHAN, N. D.; CLEVELAND-INNES, M.; GARRISON, D. R. Teaching in blended learning environments : Creating and sustaining communities of inquiry. Athabasca University Press, 2013. VAUGHAN, N.; CLOUTIER, D. Evaluating a blended degree program through the use of the NSSE framework. British Journal of Educational Technology , 48: 1176–1187, 2017. doi:10.1111/bjet.12537 WALLACE, L.; YOUNG, J. Implementing blended learning: Policy implications for universities. 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The use of blended learning environments in higher education has rapidly increased in the 21st century. Tools and techniques that initially were used in experimental distance education courses are today part of mainstream education with blended learning as a continuum between traditional face-to-face teaching and pure online courses. In this wide variety of course design there are success stories, but at the same time examples with low pass rates and poor learning outcomes. The research question for the study is: Which aspects have to be considered in the design and implementation of blended learning in higher education? To answer this question, 15 selected publications were analysed in a literature review with the aim to identify important and critical factors when implementing blended learning in higher education. As a result of the inductive analysis around 50 found factors have been grouped into 10 Categories of critical factors and 4 Blended learning perspectives in a strive to identify critical aspects of contemporary blended learning in a comprehensive structure. One conclusion is that blended learning today can be seen as a mature educational concept still in need of redesign. Problems that were reported two decades ago are now combined with other more recently identified critical factors. The presented categories and perspectives might be valuable as a checklist for implementations of blended learning and hopefully a useful base for further research in the field of blended learning.

This research aims to refine the model of blended learning in higher technical education institutions using cloud-based information and communication technologies (ICTs). The study objectives include determining the role of cloud technologies among contemporary ICTs, analyzing the utilization of cloud technologies in traditional, online, and blended learning, and augmenting the blended learning model with mobile and cloud technologies. The research focuses on the implementation of ICTs in the higher education system of Ukraine. The subject of investigation encompasses the use of cloud technologies and other ICT learning tools in traditional, online, and blended learning. The research methods employed involve analyzing educational programs, monographs, dissertations, articles, conference materials, and online resources. Additionally, targeted pedagogical observations, interviews with educators and students, and analysis of teachers' practical experiences are conducted. The findings emphasize that among various ICTs available for instructional purposes, cloud technologies stand out as facilitators of harmonious integration between the components of traditional education and technology-mediated learning. A promising approach to organizing the learning process, referred to as blended learning, involves the integration of traditional, distance, electronic, mobile, and cloud technologies. The study explores the model of blended learning in higher mathematics education for students in technical institutions, leveraging innovative ICTs. The primary conclusions and recommendations highlight the prevailing trend of transitioning towards blended learning in higher education and the need for further development of cloud technologies in instructional settings. Cloud technologies are particularly valuable for fostering student autonomy, enabling distance learning, and facilitating collaborative research, thereby supporting ongoing monitoring of learning outcomes and timely adjustments to optimize learning experiences.

The purpose of this study is to identify the critical success factors for the implementation of blended learning in higher education institutes. The study explores the conceptual foundations of the online blended learning model through literature review and builds a case for the implementation of online blended learning in an institution of higher learning. The data was gathered in face to face interviews from the staff of a higher learning institute in New Zealand. The data was analyzed and interpretations were used to analyze the critical success factors for the implementation of blended learning in the higher education setting. The study concludes that blended learning is an important educational tool that provides flexibility to students to master skills without the constraints of time and locality, however, the importance of face-to-face interactions to support the students' online learning was also suggested.

The purpose of the article is to present the results of a study of the possibilities of an integrated approach to the introduction of blended learning in higher education. The issue of applying new forms of creating the educational process is still relevant. The pandemic has intensified the discussion around the variety of software tools and methodological techniques that are used in distance and blended learning. At the same time, the normative, technical and psychological limitations of their application remain, and the very concept of blended learning is still being refined. The article summarizes the theoretical developments on the issue of blended learning, emphasizes the relevance of the problem of its implementation, specifies the stakeholders and their positions, and formulates proposals for options for teaching in a blended format.Materials and methods: the first part of the article was written in line with a review study, namely, a quantitative analysis and comparison of the content of scientific publications on the topic under study. To prepare the second empirical part, the authors conducted a survey of students on popular options for the implementation of blended learning, the results of which were processed by systematizing the collected data, working with specialized software products, Internet sources, and graphical presentation of the results.Results. Internal and external stakeholders in the implementation of blended learning in higher education have been identified. It is emphasized that with the unity of the goal - improving the quality of the educational process - their requirements are somewhat different and form a peculiar set of tasks that should be taken into account when introducing blended learning, with the unconditional priority of the positions of a lecturer and a student. Based on the bibliometric analysis of the definition of “blended learning”, a rapid increase in the number of publications on the topic is shown, which clearly illustrates the interest of the pedagogical community. The data characterizing the opinion of students about the introduction of blended learning are given. To improve the efficiency of the educational process, it is proposed to use integrated solutions for the implementation of blended learning in higher education, taking into account the opinions of all interested parties, and above all lecturers and students.Conclusion. The results of the study contribute to the specification of directions for further work to improve the practice of introducing and using blended learning by higher education institutions.

Blended learning sets solid foundations for the utilization of educational technology in authentic student learning experiences within traditional educational contexts as well as in distance education. The author introduces an integrated and distributed model of blended learning, utilizing educational technology for authentic student learning experiences in traditional face-to-face educational settings and/or online learning. The discussion of the integrated and distributed model of blended learning is supported by keyword analysis in WOSviewer highlighting research themes and trends, which are also presented according to their chronology. The article presents a citation analysis according to articles and by countries of origin of the first author. The search for the topic “blended learning in higher education” resulted in 3936 hits in the WOS core collection within the period from 2001 to 2024. Thematic evolution using WOSviewer analysis identified three clusters showing technology development trends. The oldest is the second cluster (green) thematises e-learning integrating “learning design features” such as methods: (collaborative learning, problem-based learning), learning outcomes, learning performance, teaching/learning strategies, and interactive learning environments, virtual learning environments, learning management systems. The first cluster (red) in between, thematises blended learning and flipped learning integrating artificial intelligence-based design. The third cluster (blue) is the most recent and thematises the online learning, hybrid learning and Covid-19 shifting higher education with integrated and distributed blends. The author concludes the discussion with an analysis of the 40 highest-cited articles from a World of Science (WOS) core collection database examining integrated and distributed blended learning in higher education and addressing areas of effectiveness of blended learning.

Blended learning (BL), the combination of face-to-face learning and online education, has become more popular during and after COVID-19. This research explored the challenges and good practices of blended learning in higher education from the perspectives of administrators and teachers in five universities in Germany, Finland, France, Hungary, and Spain. A qualitative case study approach is applied through semi-structured interviews. 29 interview participants, including 13 administrators and 16 teachers from five universities in Europe. The interviews included topics regarding blended learning experiences, the technical and educational challenges the teachers faced, and the ways to enhance the platforms, motivate students, as well as support the teachers. Thematic analysis was used to analyze the data using NVivo software so as to obtain patterns and themes that relate to the research questions. The research seeks answers to the following questions: (RQ1) What are the good practices for online education tools/platforms according to teachers and administrators? (RQ2) How can blended learning enhance students’ learning motivation and socialization from the teachers’ perspective? and (RQ3) What are the good practices for supporting teachers in blended learning from the viewpoint of teachers and administrators? The findings emphasize the need for well-designed and easy-to-use tools such as Moodle in order to ease the adoption of BL. Teachers training and technical support facilitate a change in attitude toward these technologies, resulting in better adoption of digital technologies by teachers. In addition, student’s interactive content and real-time communication tools increase student’s motivation and enhance the development of the community in order to help solve problems of isolation in online environments. Furthermore, teachers support provided through activities, periodic training seminars, and relevant materials was found to be another key element in the implementation of BL. This research provides a better understanding of blended learning on a cross-national level, where it emphasizes the necessity of standardization of digital tools/platforms, student participation approaches, and strong teacher assistance. The outcomes indicate that the focus of European higher education institutions should be enhancing the BL technical infrastructure, the socialization tools, as well as the regular professional training of teachers to enhance the efficiency of BL and improve student learning.

Experts speaking: Crucial teacher attributes for implementing blended learning in higher education

COVID has posed several challenges for higher education. There is a rise in blended teaching and learning models that can improve the quality of education, observed Raman. Classroom interaction vital in quality of education is affected by power distance between the teacher and students, states Kasuya. Much research has been done on blended learning but hardly any on the role of power distance in blended learning in higher education, specifically post COVID. Keeping in mind the growing significance of blended learning shortly, it becomes strategically important to understand the role of power distance in blended learning in higher education post-COVID-19. This research paper tries to address the research gap. The study is exploratory, exploring the role of power distancing in blended learning formats during post-COVID-19. The findings indicate that there is a relationship between power distance and the autonomy of an individual. The higher the power distance between a teacher and a student from the teacher’s perspective, it becomes teacher-centred learning. So blended learning with the best of low power distances in terms of the media and delivery mechanism of offline and online ensures the mitigation of power between the teacher and the taught. The research will help the universities create a perfect blended learning format that enhances the quality of higher education. Due to the paucity of time and resources and a ban on respondent interaction due to pandemics, this research is based on secondary data analysis.

PurposeThe aim of this study is to develop a model grounded by the institutional theory to investigate blended learning (BL) implementation among faculty members in higher education and further validate the model.Design/methodology/approachQuantitative methodology was employed, and data were gathered through questionnaires among 188 e-learning directors, managers and coordinators at faculty/department in institutions, which implement BL.FindingsFindings reveal that BL implementation by faculty members is significantly influenced by coercive, normative and mimetic pressures. Findings from this study also identified institutional initiatives that influence BL implementation. Accordingly, findings from this study provide insights into the institutional theory perspective toward BL. The findings support higher education to plan and initiate BL policies.Research limitations/implicationsData were collected from faculty members in universities, colleges and polytechnics only. Besides, this research is one of the limited studies that explore BL deployment from the lens of faculty members.Practical implicationsThis research contributes to the existing literature on the institutional theory and BL by presenting significant initiatives as practical suggestions for educationalist and policymakers. Therefore, this study provides practical implications to better understand BL initiatives by providing insights into how institutions can improve faculty members' satisfaction levels, improving course management, enriching teaching quality and enhancing learning content.Social implicationsThe findings provided in this study can be employed to design practices, policies and a culture that support continuance use of BL systems among faculty members to achieve an effective institutional outcome.Originality/valueThis study contributes to existing BL adoption and develops a model to examine faculty member implementation of BL approach. This research has several suggestions for higher education in terms of practice to support adoption of BL. The developed model can also be employed by academics, administration and institutions to determine success initiatives for achieving an appropriate change in adopting BL in their institutions.

The article analyzes the scientific and pedagogical research on the results of the application of methods, practices and technologies of blended learning in higher education. The research methodology included a combination of traditional theoretical research with the analysis of the practice of blended learning in higher education institutions of Ukraine on the basis of generalization of research results presented in scientific articles. According to the criteria of openness, citation and practical value, the most important studies of Ukrainian scientists are highlighted to spread the positive experience of effective implementation of blended learning in teaching disciplines for masters of vocational education. In particular, the monograph, dissertation research and scientific articles were analyzed. Based on this analysis, the models proposed by Ukrainian scientists are determined: the organization of blended learning in technical disciplines; methodical system of practical and technical training of future teachers of computer science in the conditions of blended learning; organization of blended learning in the pedagogical practice of future teachers of computer science. The positive effect of the rotational model of blended learning, the model of the "inverted classroom", the feasibility of information and communication technologies, in particular the distance learning system Moodle. Based on the generalization of the results of the analysis, the authors also provide recommendations for the effective implementation of blended learning in the training of masters of vocational education, which include: a clear understanding of the concept of blended learning blending options and models; determining the strategy for the implementation and implementation of blended learning in higher education; definition and substantiation of the list of information and communication technologies to ensure blended learning; ensuring high quality teaching materials and a variety of learning outcomes monitoring tools for distance learning courses; review and update the content and pedagogical design of distance learning courses; notification of students of requirements for training, accounting of results and conditions of drawing up of the final control; constant feedback and communication in the study of the discipline; monitoring the learning process of higher education students and informing students of the results of evaluation of their educational activities. Key words: blended learning, professional education, teaching experience, recommendations, master 's degree.

The article deals with the peculiarities of technological and methodological support of blended learning in higher education in the COVID-19 pandemic. The main methodological and technological objectives and strategies of blended learning mode from a scientific and practical point of view are pointed out. The basic description of the blended learning at different historical periods is emphasized. The task of the blended learning education in the contemporary COVID-19 circumstances and its role in the implementation of the education challenges which face both teachers and students is presented. The problems of the methodological and technological support in higher educational institutions, the need for new approaches to teaching with limited number of classes is shown. The coordination of the content of educational programs, ensuring constant monitoring of the quality of education, demonstration of individual courses to potential entrants, possible commercialization of educational content ate described. The technological tools implemented by higher educational establishments to provide blended learning in the educational institutions are highlighted. The dependence of the successful implementation of the discipline in a mixed format on the willingness of the teacher to adapt their approach to the presentation of material, teaching methods and understanding of the roles of teachers and students in the educational process is underlined. The application of ICT tools by the teaching staff as an essential and effective instrument to modernize the educational process is defined. Online-learning environments, namely synchronous and asynchronous ones, essential to provide blended learning, are mentioned. Different ways of interaction involved in blended learning mode are distinguished. The basic peculiarities of blended learning and high-tech instruction are pointed out. The results of the case study of the effectiveness of blended environments towards better English language learning are provided. The analysis of the strategy used in blended learning is assessed. The leading technological and methodological tools for blended environment are presented. The description of the e-learning platforms used in blended learning is provided. The basic instructions for the introduction of blended learning methods and technologies in the educational establishment, which provide and promote the development of the process of education in terms of distance learning, are provided. The creation of the technical conditions for learning, communication and interaction of students during the educational process, unification of means of interaction of subjects of study, their identification in the single virtual learning environment (VLE) are formulated. Future opportunities of the institution in the implementation of blended learning, the necessary resources to support the platform, opportunities for development and improvement are determined.

Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education

Technological innovations such as blended learning (BL) are rapidly changing teaching and learning in higher education, where BL integrates face to face teaching with web based learning. Thus, as polices related to BL increases, it is required to explore the theoretical foundation of BL studies and how BL were adopted and implemented in relation to students, lecturers and administration. However, only fewer studies have focused on exploring the constructs and factors related to BL adoption by considering the students, lecturers and administration concurrently. Likewise, prior research neglects to explore what practices are involved for BL implementation. Accordingly, this study systematically reviews, synthesizes, and provides meta-analysis of 94 BL research articles published from 2004 to 2020 to present the theoretical foundation of BL adoption and implementation in higher education. The main findings of this study present the constructs and factors that influence students, lecturers and administration towards adopting BL in higher education. Moreover, findings suggest that the BL practices to be implemented comprises of face-to-face, activities, information, resources, assessment, and feedback for students and technology, pedagogy, content, and knowledge for lecturers. Besides, the review reveals that the ad hoc, technology acceptance model, information system success model, the unified theory of acceptance and use of technology, and lastly diffusion of innovations theories are the mostly employed theories employed by prior studies to explore BL adoption. Findings from this study has implications for student, lecturers and administrators by providing insights into the theoretical foundation of BL adoption and implementation in higher education.

Distance learning using the blended learning method is encouraged to be implemented in higher education. This is deemed suitable to be implemented in teaching and learning activities in the current conditions that can optimize the integration of oral communication as in face-to-face learning in class and written communication through online learning, through the use of social media. However, in practice, the actual use of blended learning by the faculty is at a minimal level. Therefore, it is not known for sure how is the acceptance of its use by higher education in general. In this case, the researcher is interested in measuring its acceptance. The purpose of this research is to determine the level of acceptance of the use of social media and the implementation of blended learning in higher education. This research uses a model developed by comparing, combining, and adapting the technology readiness model, technology acceptance model, information literacy variable, truth perception variable and trust perception variable with a quantitative approach and distributing questionnaires to obtain data from respondents. The distribution of the questionnaires was carried out by collecting samples using a purposive sampling technique. Furthermore, the data obtained were analyzed using Ms. Exel 2016 with the PLS-SEM approach using SmartPLS 3.0. This study reveals that 42% of the data stated that the percentage of university acceptance of the use of social media in the implementation of blended learning was more than 75% and 84% stated that higher education was ready to implement it.