Anatomy of Blended Learning Integration in Higher Education: Reflections of Academics in a Comprehensive University
Abstract
The transition from the traditional face-to-face mode to the innovative blended learning (BL) mode has not only transformed the academic landscape of higher education but also inspired a rethinking of curriculum pedagogical approaches and perspectives. Accepting and implementing new-generation technologies to complement the learning environment is critical to this transformative agenda. This study delves into the experiences of academics integrating BL and pedagogical implications for quality education and improved academic output. Using a qualitative research approach in the interpretive paradigm, this case study selected ten academics, eight from four faculties and two instructional designers at the university. The data generation tools included open-ended qualitative questionnaires and semi-structured interviews. The community of inquiry and innovative pedagogy lenses informed the thematic analytical process. The findings revealed that academics possess the expertise, best practices, and innovation that could shape the BL environment. However, many may lack a clear understanding of BL, modes, models, and pedagogies that best promote learning and teaching in the classroom. Additionally, the institution has not adopted definite BL modes and models with a framework to guide the academics in the implementation process. It is, however, imperative that demand exists for continuous staff development as contemporary technology remains dynamic. Also, the institution must provide the necessary infrastructure and systems that enable academics to facilitate innovative curricula in BL mode with a comprehensive comprehension of concepts, theoretical frameworks and realigned pedagogies.
https://doi.org/10.26803/ijlter.24.1.25
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