Leading change: Applying change management approaches to engage students in blended learning

Quinn, Diana; Amer, Yousef; Lonie, Anne; Blackmore, Kim; Thompson, Lauren; Pettigrove, Malcolm

doi:10.14742/ajet.881

Cited by 24 publications

(34 citation statements)

References 17 publications

(16 reference statements)

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“…The importance of a robust and reliable technical infrastructure is recognised to be critical in transitioning to enhanced blended learning (Garrison and Kanuka 2004;Moskal, Dziuba, and Hartman 2013;Quinn et al 2012). Our study also highlighted the importance of TEAL spaces, seen to enhance student experience, engagement, collaboration and flexibility (Neill and Etheridge 2008).…”

Section: Institutional Considerationsmentioning

confidence: 61%

“…According to Taylor and Newton (2013), this requires upskilling staff and students in relation to digital literacies. The importance of having clear communication with students to manage expectations around blended learning is also emphasised, including clarity around the roles of learners and teachers (Garrison and Vaughan 2013;Porter et al 2014;Quinn et al 2012). In relation to learning technology support, Moskal, Dziuban, and Hartman (2013) highlighted the need for mid-level organisational capacity enabled by the recruitment of staff with expertise in learning technology and academic staff development, including instructional designers.…”

Section: Institutional Considerationsmentioning

confidence: 99%

“…peer learning and sharing of good practice between teachers, and staff-student partnership working) are also essential, and help secure student and staff commitment. The organisational readiness aspect of the framework overlaps to some extent with the change management framework by Quinn et al (2012), which incorporates and cites Kotter's (2007) directional change framework.…”

Section: Organisational Preparedness For Changementioning

confidence: 99%

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Development of an institutional framework to guide transitions into enhanced blended learning in higher education

Adekola

Dale

Gardiner

2017

Research in Learning Technology

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The rapidly changing digital landscape is having a significant influence on learning and teaching. Our study assesses the response of one higher education institution (HEI) to the changing digital landscape and its transition into enhanced blended learning, which seeks to go beyond the early implementation stage to make the most effective use of online learning technologies to enhance the student experience and student learning outcomes. Evidence from a qualitative study comprising 20 semi-structured interviews, informed by a literature review, has resulted in the development of a holistic framework to guide HEIs transitioning into enhanced blended learning. The proposed framework addresses questions relating to the why (change agents), what (institutional considerations), how (organisational preparedness) and who (stakeholders) of transitions into enhanced blended learning. The involvement of all stakeholder groups is essential to a successful institutional transition into enhanced blended learning.

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Section: Institutional Considerationsmentioning

confidence: 61%

Section: Institutional Considerationsmentioning

confidence: 99%

Section: Organisational Preparedness For Changementioning

confidence: 99%

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Development of an institutional framework to guide transitions into enhanced blended learning in higher education

Adekola

Dale

Gardiner

2017

Research in Learning Technology

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“…Students are also given multiple opportunities in order to deepen and broaden their knowledge base and integrate that knowledge into their conceptual understandings and actions, both inside and outside of the classroom. This instructional strategy allows the student to spend time exploring and explaining the process, with time for reflection and numerous experiences upon which to synthesize information [38]. According to reference [28], students should be engaged and participating both in and outside of class, as this is crucial to learning and the construction of purposes and meanings.…”

Section: The 5 Es Constructivist Instructional Modelmentioning

confidence: 99%

Towards Adoption of Constructivist Instructional Approach in Learning Biology in Secondary School Students in Kenya: Addressing Learner Attitude

Mwanda¹

2017

IJSEDU

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Learning Biology helps learners to acquire requisite knowledge in understanding life processes for positive coexistence. In instances where learners appreciate the position of biology in life, they develop positive attitude and this is reflected in their performance. However, in Kenya, most students have continued to register poor performance in biology in national examinations and this has been attributed to negative attitude towards the sciences by most learners. To address this, changes in the educational curricula and teaching methods from the transmission curriculum to a transactional curriculum has been suggested. The changes imply adjustments in the instructional process to include learner centred activities. On the other hand, studies have shown that the attitude of learners towards changes influence the adoptability and workability of the introduced change. This study investigated attitude of learners towards the constructivist instructional approach. The study adopted a cross-sectional survey technique. Data was obtained from four boys', four girls', and four mixed secondary schools with a total of 477 students and were analysed using both descriptive and inferential statistics. The results indicated that learners have positive attitude towards the constructivist instructional approach. Boys obtained a scores of (M=58.30; SD=9.15, N=150) while girls had a score of (M=53.14; SD=8.24, N=146). Based on this finding, it is recommended that instructors adopt the constructivist approach in learning so as to boost the attitude of students towards learning biology. It would also be appropriate for further investigations to be conducted in other fields of science such as chemistry and Physics so as to find out if the constructivist approach would also boost the attitude of students in such subjects. Finally, policy makers in the field of education in Kenya (The Ministry of Education, Science and Technology through the Kenya Institute of Curriculum Development (KICD)) should come up with policies to ensure appropriate learning approaches which foster positive attitude towards learning.

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“…The success of online or blended learning delivery is, to a large extent, dependent on the pedagogical knowledge and expertise available in the transition to this new way of learning. This expertise must be developed among all faculty; engineering education is no exception (Quinn, Amer, Lonie, Blackmore, Thompson & Pettigrove, 2012 6 ; Shambhavi & Babu, 2015 7 ).…”

Section: Introductionmentioning

confidence: 99%

Faculty Change in Engineering Education: Case Study of a Blended Course About Blended and Online Learning

Cleveland-Innes

Stenbom

Hrastinski

2015 ASEE Annual Conference and Exposition Proceedings

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are in the areas of leadership in open and distance higher education, blended and online teaching and learning and the effects of emotion in virtual learning spaces. Mr. Stefan Stenbom, KTH Royal Institute of TechnologyStefan Stenbom is lecturer in online learning at the Department of Learning, KTH Royal Institute of Technology. Research interests are in analyzing teaching and learning in an online environment, especially in one-to-one settings. Stenbom teach courses in online and blended learning for teachers in K-12 and higher education. Dr. Stefan Hrastinski, KTH Royal Institute of TechnologyStefan Hrastinski is Associate Professor at the The School of Education and Communication in Engineering Science, KTH Royal Institute of Technology, and Visiting Professor with specialization in e-Learning, Mid Sweden University. His research focuses on online learning and collaboration in educational and organizational settings. Stefan has conducted research and development projects across various contexts, including higher education, school settings, companies, municipalities and the public sector. He teaches courses in e-learning, and supervise theses on bachelor, master and Ph.D. level. AbstractThis paper reports results from a case study of teaching development in engineering education at KTH Royal Institute of Technology in Stockholm, Sweden, in answer to the research question "what impact, if any, does participation in a blended course about teaching in blended face-toface and online formats have on faculty views about teaching in engineering education?" Early results indicate that 1) faculty can assess the value of online and blended learning through this experience, 2) faculty engaged actively in online and face-to-face discussions of pedagogy, 3) disciplinary differences in the application of online and blended learning are a concern to STEM faculty, and 4) the evaluation and implementation, if any, of online and blended learning in engineering education has to include discussions beyond the use of applicable technologies.

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Leading change: Applying change management approaches to engage students in blended learning

Cited by 24 publications

References 17 publications

Development of an institutional framework to guide transitions into enhanced blended learning in higher education

Development of an institutional framework to guide transitions into enhanced blended learning in higher education

Towards Adoption of Constructivist Instructional Approach in Learning Biology in Secondary School Students in Kenya: Addressing Learner Attitude

Faculty Change in Engineering Education: Case Study of a Blended Course About Blended and Online Learning

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