Benson, Vladlena, Anderson, Deborah and Ooms, Ann (2011) Educator's perceptions, attitudes and practices: blended learning in business and management education. Research in Learning Technology, 19(2), pp. 143-154. ISSN (print) 2156-7069Full text not available from this archive.
Adoption of blended learning is a complex process for higher education institutions and academic staff. Although the move towards blended learning is generally instigated at institutional level, factors determining its success and minimising resistance of faculty often emerge at delivery level. This paper explores adoption of blended learning practices in a Business School at a university in the United Kingdom. Based on the interviews with a purposive sample of 16 academic staff members delivering 36 business modules, this case study explores the concept of blended learning from the academic staff’s perspective. A typology of three distinct approaches to blended learning – ‘Technology is all’, ‘Bolt-ons’ and ‘Purely pedagogic’ – emerged from the data extending understanding of blended learning practices. A team of three researchers conducted the study. Two of the researchers were academic staff members from the Business School and one researcher was an academic staff member from another faculty within the same university.
Business and management studies
|Faculty, School or Research Centre:||Faculty of Business and Law > Kingston Business School (Informatics and Operations Management) (until July 2013)
Faculty of Business and Law
Faculty of Business and Law > Kingston Business School (Strategy, Marketing and Entrepreneurship) (until July 2013)
Faculty of Health and Social Care Sciences (until 2013)
|Depositing User:||Vladlena Benson|
|Date Deposited:||31 Aug 2011 13:02|
|Last Modified:||31 Aug 2011 13:02|
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