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Driver or Drifter? Two Case Studies of the Blended Learning Practices in Higher Education

Driver or Drifter? Two Case Studies of the Blended Learning Practices in Higher Education

Esyin Chew, Norah Jones
ISBN13: 9781605663807|ISBN10: 1605663808|EISBN13: 9781605663814
DOI: 10.4018/978-1-60566-380-7.ch005
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MLA

Chew, Esyin, and Norah Jones. "Driver or Drifter? Two Case Studies of the Blended Learning Practices in Higher Education." Handbook of Research on Hybrid Learning Models: Advanced Tools, Technologies, and Applications, edited by Fu Lee Wang, et al., IGI Global, 2010, pp. 71-93. https://doi.org/10.4018/978-1-60566-380-7.ch005

APA

Chew, E. & Jones, N. (2010). Driver or Drifter? Two Case Studies of the Blended Learning Practices in Higher Education. In F. Wang, J. Fong, & R. Kwan (Eds.), Handbook of Research on Hybrid Learning Models: Advanced Tools, Technologies, and Applications (pp. 71-93). IGI Global. https://doi.org/10.4018/978-1-60566-380-7.ch005

Chicago

Chew, Esyin, and Norah Jones. "Driver or Drifter? Two Case Studies of the Blended Learning Practices in Higher Education." In Handbook of Research on Hybrid Learning Models: Advanced Tools, Technologies, and Applications, edited by Fu Lee Wang, Joseph Fong, and Reggie Kwan, 71-93. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-60566-380-7.ch005

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Abstract

The emergence of blended learning has played a role as either driver or drifter to higher education (HE) in the modern world. This chapter explores the blended learning practices by investigating two higher educational institutions in the UK and Malaysia. First, the strategies and practices related to blended learning are clearly analysed and compared. A large amount of qualitative data extracted from academics’ experience is discussed. Primarily, the findings firmly show that blended learning enables educators to revisit and to rethink their professional ethos and values, and redesign their learning and teaching where necessary. Such revisiting and rethinking facilitate the awareness and praxis of blended learning (or vice-versa: blended learning facilitates the revisit and redesign). The in-depth discussions based on academics’ voices, and reflective matrix summary from the case studies described in this chapter will act as evidence of the blueprint for blended learning policy makers and practitioners.

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