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It's all in the mix: the evolution of a blended e‐learning model for an undergraduate degree
Journal of Systems and Information Technology, Volume: 9, Issue: 2, Pages: 124 - 142
Swansea University Author: Paul Jones
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The purpose of this study is to evaluate the development of a blended e‐learning pedagogical model for an undergraduate enterprise programme. The proliferation of e‐learning programmes offers new opportunities and challenges for universities to meet the learning needs of new student markets. However...
|Published in:||Journal of Systems and Information Technology|
Emerald Publishing Ltd
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The purpose of this study is to evaluate the development of a blended e‐learning pedagogical model for an undergraduate enterprise programme. The proliferation of e‐learning programmes offers new opportunities and challenges for universities to meet the learning needs of new student markets. However, the use of e‐learning as an enabling mechanism for enterprise education remains largely unexplored within academic literature. The case study methodology comprises a series of focus groups with key stakeholders in the project, namely online tutors, students and scheme leaders from a number of partner colleges involved in the delivery of the course. The study charts the evolution of the blended learning pedagogy which was found to best meet the learning requirements of non‐traditional learners on an undergraduate programme. The blended learning pedagogy strategy which was developed replicated the best informal practice that had emerged through each of the partner institutions and the learning needs of the students. Constituent elements of the pedagogy included the provision of structured face‐to‐face events, a range of student supports systems and the creation of a code of practice for online tutors. As a result, a model of best practice for blended learning is proposed. This study contributes to the literature in terms of proposing a working framework for online undergraduate enterprise education with identification of critical success factors including supportive induction, viable pedagogy and effective support systems. The framework can be utilised by practitioners and theoreticians as a guide to the effective management of pedagogical issues associated with blended online education.
E‐learning, Undergraduates, Learning methods, Highed education; programme design
School of Management