Blended Learning in Higher Education 4.0: A Brief Review

Blended Learning in Higher Education 4.0: A Brief Review

Arumugam Raman (Universiti Utara Malaysia, Malaysia) and Mohan Rathakrishnan (Universiti Utara Malaysia, Malaysia)
Copyright: © 2019 |Pages: 15
DOI: 10.4018/978-1-5225-7832-1.ch005
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Rapid technology advancement in the Fourth Industrial Revolution (FIR) has undoubtedly posed a great challenge to the education system in higher education institutes and changed every aspect of our lives including education. Higher education institutions across the world are amalgamating technology in modern learning and teaching approaches such as blended learning so that future teachers are equipped with the latest 21st century knowledge for further innovations and creations. This chapter covers definition, design, and implementation of blended learning in higher education. Further it also discusses blended learning models and assessment tools in recent education setting around the world. The education system worldwide has to transform for the imminent FIR as the job market will be largely prompted by the advancement of digital economy, robotics, artificial intelligence, and automation technology.
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Review Of Blended Learning

There is no single definition of “blended”. However, Graham, Woodfield and Harrison (2013) outlined Blended Learning (BL) as a mixture of Face-to- Face and on-line instructional models. A more detailed analysis of BL is provided by Sharpe, Benfield, Roberts, and Francis (2006) and identifies features such as synchronous or asynchronous learning activities and communications, the place where the learning takes place (campus, home, workplace), the usage of ICT tools (web 2.0 and 3.0), context, pedagogy, types of learners, learning style and etc. According to Cassidy, Colmenares, Jones, Manolovitz, Shen, and Vieira (2014) BL arising as one of the instructional models used in Higher Education Institutions (HEIs) due to tremendous development in net technology. In this sense, BL provides, for instance, benefits such as: 1) greater active communications between lecturers and students; 2) increased collaboration between students; 3) encourage student-centred assignment and information; 4) increased versatile teaching and learning; and 5) apposite usage of technologies in teaching and learning process (Garrison and Kanuka 2004; Garrison and Vaughan 2008; Chew 2009; Köse 2010; Graham, Woodfield & Harrison 2013).

Blended courses increased access and convenience. Student engages online courses no longer attend class to take the course. It provides more flexibility and freedom compared to face to face courses by transforming significant amount of face to face sessions online. US Department of Education report (2009) suggests blended courses are more effective compared to onsite classes. The report also distinguishes blended course with fully online courses and found that “instruction combining online and face-to-face elements had a larger advantage…than di purely online instruction”. Stein and Graham (2014) listed why blended is more effective than face to face courses, include:

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