Abstract:

Blended learning is a popular approach to teaching that has created a seismic change in today’s educational landscape.

In this paper, a case study analysis describes and evaluates the experiences of higher education teachers using blended learning techniques. Using a qualitative descriptive methodology, this case study is centred on three focus groups, conducted with twelve higher education teachers in Dundalk Institute of Technology, Ireland – all of whom have experiences in this delivery mode.

While the case study details a variety of negative responses from teachers delivering blended learning programmes, it also describes a number of means by which these pejorative aspects can be ameliorated and/or remediated; whether through planning, resourcing or delivery methods. The planning strategies focus on the need for greater flexibilities, the acknowledgement of a greater workload and time commitment, while also being cognisant of putting contingencies in place for when things go wrong. The resourcing needs pertain to the availability of supports, from IT to mentorship, from catering and library accessibility to hardware, and from training to software requirements. The flipped classroom approach is singled out as an effective use of time when delivering a blended programme. The type of learner is also a key factor. The appointment of an educational technologist with a wide-ranging remit is a key recommendation. Finally, the establishment of a blended learning hub, a space from where online class can be delivered, is proffered as a solution to negating many negative emotions.

This study addresses a gap in the literature on the experiences of higher education teachers. The recommendations presented provide a valuable insight into the field of blended learning and should prove useful for policy and development in higher education.

Keywords:

Blended learning, online learning, pedagogy, e-learning, educational technologist.