Tuesday, June 11, 2019

Blended Learning Implementation in Universities Essay

Blended Learning Implementation in Universities - Essay ExampleUnfortunately, not all universities father a clear view on how immingle learning can be go throughed. The goal of this paper is to highlight the most important points and offer a strategic framework for the development and machineation of blended learning strategies in higher statement. The paper includes the definition and discussion of blended learning, the main criteria of effectiveness in blended learning environments, possible ways to implement blended learning in the classroom, and a common framework for higher education institutions seeking to implement the blended learning approach. Blended learning models and implementation Regardless of the goals and objectives of blended learning in universities, the process of implementing blended learning models in higher education mandates the development of strong and complex program implementation frameworks. The overall process of developing and implementing blended learning programs includes the following elements institutional, pedagogical, technological, design, evaluation and management, support and ethics (Singh 2003). This is genuinely a unique and extremely useful implementation framework that was proposed by Singh (2003). ... ecide whether it possesses technical and personnel capabilities required, to guarantee that all learners have equal access to blended learning instruments. At this stage of implementation, universities need to perform a detailed needs analysis, to understand what learners need and how blended learning can satisfy their needs. This is the grooming stage of the implementation process in blended learning, which must include both strategic and operational aspects (Garrison & Kanuka 2004). In strategic terms, universities must necessarily survey the needs, objectives and goals of blended learning, its potential benefits, costs and the availability of resources (Garrison & Kanuka 2004). Operational final causening ha s to be considered, in order to operationalize the goals and objective of blended learning and turn them into an action plan (Garrison & Kanuka 2004). For example, universities may develop advertising strategies to engage learners in blended contexts or attend to the needs of managing technologies effectively. Then follow the pedagogical and technological considerations. Universities that seek to implement blended learning approaches must make up ones mind upon the content to be included in the blend, the learning objectives to be met, and the learner needs (Singh 2003). In other words, hither education professionals link the needs of learners to the learning objectives and the instruments to be used, to help learners meet these learning objectives. For example, if learners are expected to develop a new product or marketing model, then product simulation can become an essential component of the blend (Singh 2003). Once these delivery methods are identified, universities can proceed to decide upon the types of technologies to be used in blended learning. Here, technical

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