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A Pathway Towards Implementation of Blended Learning in a Medium Sized Canadian University

A Pathway Towards Implementation of Blended Learning in a Medium Sized Canadian University

Maurice Taylor, Shehzad Ghani, Sait Atas, Michael Fairbrother
Copyright: © 2018 |Volume: 8 |Issue: 1 |Pages: 17
ISSN: 2155-6873|EISSN: 2155-6881|EISBN13: 9781522545798|DOI: 10.4018/IJOPCD.2018010105
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MLA

Taylor, Maurice, et al. "A Pathway Towards Implementation of Blended Learning in a Medium Sized Canadian University." IJOPCD vol.8, no.1 2018: pp.60-76. http://doi.org/10.4018/IJOPCD.2018010105

APA

Taylor, M., Ghani, S., Atas, S., & Fairbrother, M. (2018). A Pathway Towards Implementation of Blended Learning in a Medium Sized Canadian University. International Journal of Online Pedagogy and Course Design (IJOPCD), 8(1), 60-76. http://doi.org/10.4018/IJOPCD.2018010105

Chicago

Taylor, Maurice, et al. "A Pathway Towards Implementation of Blended Learning in a Medium Sized Canadian University," International Journal of Online Pedagogy and Course Design (IJOPCD) 8, no.1: 60-76. http://doi.org/10.4018/IJOPCD.2018010105

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Abstract

As blended learning increases in higher education, there still remains a dearth of empirical evidence that focuses on how institutions actually adopt such initiatives. The purpose of this instrumental case study was to explore the key factors that led to the adoption and implementation of a blended learning initiative in one medium sized Canadian university. Three research questions guided the study that was nested in the Community of Inquiry framework. Data sources included a total of 83 semi-structured interviews with students, professors, and administrators; 32 student and instructor artefacts and documents and three sets of researcher field notes. Findings indicate that a university-wide initiative needs to integrate both the lived experiences of undergraduate and graduate students in blended learning which are very different. Adoption also recognizes that as professors come to understand the meaning of blended learning, their knowledge needs and teaching practices change. These changes need to be reflected in as training is developed. In addition, widespread implementation involves several critical factors that happen at both the institutional and individual faculty level. The discussion focuses on several key markers that need to be considered along a university-wide pathway towards blended learning.

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