Collaborative Inquiry: Expert Analysis of Blended Learning in Higher Education
Purchase or Subscription required for access
Purchase individual articles and papers
Receive full-text access to individual articles for $9.95 USD each.
Use PayPal button to purchase PDF copy of paper (17 pages)
Subscribe for faster access!
Subscribe and receive access to 100,000+ documents, for only $19/month (or $150/year).
Already have access?
Individual Subscription
If you have an individual subscription, sign in here for access
Institutional Subscription
You don't appear to be accessing the site through a subscribing institution (your IP address is 18.226.181.54).
If your university, college, or library subscribes to LearnTechLib, you may be able access full text articles through a login page.
You can search for your instition by name or by location.
Author
International Journal on E-Learning, March 2013 ISSN 1537-2456
Abstract
This paper reports on findings of a university focus group exploring blended learning in higher education. It first describes the findings regarding the amorphous definition of blended learning as well as whether and how universities might engage in the practice. This paper then explains the administrative, instructor, and student variables that affect whether and how blended learning may be used across universities. Findings indicate the most important role that determines whether sustainable blended learning is implemented in university settings is concrete, supportive actions taken by the administration. These findings are important as practicing effective blended learning brings great rewards to universities, and more importantly, to their students.
Citation
Wold, K. (2013). Collaborative Inquiry: Expert Analysis of Blended Learning in Higher Education. International Journal on E-Learning, 12(2), 221-238. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 13, 2024 from https://www.learntechlib.org/p/37485.
© 2013 AACE