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HOLISTIC INSTITUTIONAL APPROACH TO BLENDED LEARNING IN HIGHER EDUCATION

M. Danko, J. Stare, M. Decman

University of Ljubljana, Faculty of Administration (SLOVENIA)
The purpose of this paper is to discuss the challenges of implementing blended learning in higher education (HE) study process. Based on the rationale for the need to redesign learning and teaching experience in the existing traditional onsite study programmes, available financial and human resources and the potentials of blended learning, the institutional learning and teaching paradigm shifts are discussed.

The paper addresses the challenges that a traditional higher education institution met during the preparation of the action plan to implement blended learning approaches. It discusses teaching staff training for the specificities of computer-assisted learning and teaching which also included the re-design of the existing course materials into relevant blend of traditional and “blended” course materials. The study also addresses organizational, administrative and technological challenges in the implementation processes on the institutional level, which comprise the system of quality control, appraisal, technical support and other formal aspects that a HE institution needs to deal with.

The survey conducted on teachers and students, and its results are included in the paper, showing different views of each tested group, sometimes even diametrical.
The paper has the aim of contributing to the ultimate attainment of results capable of conferring benefit to readers that will implement blended learning in a higher education institution.