Institutional change and leadership associated with blended learning innovation: Two case studies

Garrison, D. Randy; Vaughan, Norman

doi:10.1016/j.iheduc.2012.09.001

Cited by 158 publications

(132 citation statements)

References 6 publications

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“…And these institutions will no doubt face the challenges outlined when implementing the change management processes necessary for blended learning to bring the expected value to their programs. As Garrison & Vaughan mention [58], sustained collaborative leadership with the components mentioned above will be necessary to introduce blended learning effectively. Such collaborative leadership should, however, be articulated around a clear and sound change management framework such as the one proposed in this paper, which will allow for the educational change brought by the introduction of the blended learning model to become a reality.…”

Section: Discussionmentioning

confidence: 99%

“…In order to make this transition possible, organizations and institutions interested in adopting blended learning models must have a clear vision and a strong support from the various stakeholders involved in the change process [57], and be ready to exercise what Garrison & Vaughan mention [58] call sustained collaborative leadership. Going beyond effective and inspirational communication strategies, such leadership involves the design of an adequate action plan which, among others, have the following interconnected dimensions into account: desired change speed and desired change scope, policy-making strategy and characteristics of faculty body.…”

Section: Change Processmentioning

confidence: 99%

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Make blended learning happen: conditions for a successful change process in higher education institutions

Caporarello¹,

Iñesta²

2016

EAI Endorsed Transactions on e-Learning

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The evolution of technology has influenced and, in some cases pushed, many change projects in any type of industry. Educational institutions have also been influenced by this technological evolution. This has generated some important shifts in the educational paradigm that have consequently lead to some changes in the learning processes. Although elearning represents one of the most important consequences of such educational paradigm evolutions, its relative benefits have still not been fully demonstrated. Thus, a new educational paradigm shift has emerged: blended learning. This phenomenon is not new in the literature, but recently it is increasingly gaining support as the model of the future in higher education, especially in international institutions in constant quest for excellence and innovation in the learning experiences they propose to their learners. How are educational institutions facing the use of technology for educational purposes? How do they have to change in order to be ready for successfully adopting this kind of learning model? In this paper we intend to answer these questions, and to provide some recommendations to educational institutions in order to help them understand how to lead the change processes necessary for blended learning to become a full-fledged reality at their schools.

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Section: Discussionmentioning

confidence: 99%

Section: Change Processmentioning

confidence: 99%

Make blended learning happen: conditions for a successful change process in higher education institutions

Caporarello¹,

Iñesta²

2016

EAI Endorsed Transactions on e-Learning

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show abstract

“…Ari and Taplamacioglu [63] conducted a case study of web-based blended e-learning for adults. Garrison and Vaughan [64] conducted two case studies for institutional change and leadership associated with blended learning innovation. Snodin [65] conducted a case study of different degrees of autonomy achieved by individual learners.…”

Section: E Methodologymentioning

confidence: 99%

Review on Blended Learning: Identifying the Key Themes and Categories

Wei¹,

Chang

2017

IJIET

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Abstract-Blended learning is getting popular nowadays. Even though many studies have been conducted on online learning, studies specifically on blended learning are still scarce. This paper reports on a systematic literature review about blended learning of 103 journal research articles. The purpose of the review is to explore the status of blended learning research, and identify their themes and categories according to their contents. Twelve themes are identified of the articles examined in this paper. Findings showed that these researches mainly belong to six categories: design, strategy, factors, evaluation, methodology and review. Researches in each category are discussed in this paper. Future directions for research are discussed.

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“…How best to prepare students and to assist them to develop higher level cognitive and affective domain skills is a complex issue involving consideration of curriculum, policy, accreditation, pedagogy, and institutional leadership [7,11,24]. The traditional lecture format, where instructors transfer their knowledge to largely passive students continues to be the most widely used instructional approach in engineering education [13,24], even though a growing body of education research indicates it is less effective than active instructional approaches [13,19,20,24].…”

Section: Literature Reviewmentioning

confidence: 99%