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It's all in the mix: the evolution of a blended e‐learning model for an undergraduate degree

P. Jones, A. Jones, G. Packham, B. Thomas, C. Miller, Paul Jones Orcid Logo

Journal of Systems and Information Technology, Volume: 9, Issue: 2, Pages: 124 - 142

Swansea University Author: Paul Jones Orcid Logo

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DOI (Published version): 10.1108/13287260710839210

Abstract

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...

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Published in: Journal of Systems and Information Technology
ISSN: 1328-7265
Published: Emerald Publishing Ltd 2007
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URI: https://cronfa.swan.ac.uk/Record/cronfa44671
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spelling 2018-10-02T09:27:27.7623181 v2 44671 2018-10-02 It's all in the mix: the evolution of a blended e‐learning model for an undergraduate degree 21e2660aaa102fe36fc981880dd9e082 0000-0003-0417-9143 Paul Jones Paul Jones true false 2018-10-02 BBU 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. Journal Article Journal of Systems and Information Technology 9 2 124 142 Emerald Publishing Ltd 1328-7265 E‐learning, Undergraduates, Learning methods, Highed education; programme design 31 12 2007 2007-12-31 10.1108/13287260710839210 https://www.emeraldinsight.com/doi/abs/10.1108/13287260710839210 COLLEGE NANME Business COLLEGE CODE BBU Swansea University 2018-10-02T09:27:27.7623181 2018-10-02T09:27:27.7623181 Faculty of Humanities and Social Sciences School of Management - Business Management P. Jones 1 A. Jones 2 G. Packham 3 B. Thomas 4 C. Miller 5 Paul Jones 0000-0003-0417-9143 6
title It's all in the mix: the evolution of a blended e‐learning model for an undergraduate degree
spellingShingle It's all in the mix: the evolution of a blended e‐learning model for an undergraduate degree
Paul Jones
title_short It's all in the mix: the evolution of a blended e‐learning model for an undergraduate degree
title_full It's all in the mix: the evolution of a blended e‐learning model for an undergraduate degree
title_fullStr It's all in the mix: the evolution of a blended e‐learning model for an undergraduate degree
title_full_unstemmed It's all in the mix: the evolution of a blended e‐learning model for an undergraduate degree
title_sort It's all in the mix: the evolution of a blended e‐learning model for an undergraduate degree
author_id_str_mv 21e2660aaa102fe36fc981880dd9e082
author_id_fullname_str_mv 21e2660aaa102fe36fc981880dd9e082_***_Paul Jones
author Paul Jones
author2 P. Jones
A. Jones
G. Packham
B. Thomas
C. Miller
Paul Jones
format Journal article
container_title Journal of Systems and Information Technology
container_volume 9
container_issue 2
container_start_page 124
publishDate 2007
institution Swansea University
issn 1328-7265
doi_str_mv 10.1108/13287260710839210
publisher Emerald Publishing Ltd
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Management - Business Management{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Management - Business Management
url https://www.emeraldinsight.com/doi/abs/10.1108/13287260710839210
document_store_str 0
active_str 0
description 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.
published_date 2007-12-31T03:56:00Z
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score 10.999524

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