A blended learning framework for curriculum design and professional development

The need for flexibility in learning and the affordances of technology provided the impetus for the rise of blended learning (BL) globally across higher education institutions. However, the adoption of BL practices continues at a low pace due to academics’ low digital fluency, various views and BL d...

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Main Authors:	Negin Mirriahi, Dennis Alonzo, Bob Fox
Format:	Article
Language:	English
Published:	Association for Learning Technology 2015-10-01
Series:	Research in Learning Technology
Subjects:	digital literacy criteria standards academic development curriculum design
Online Access:	http://www.researchinlearningtechnology.net/index.php/rlt/article/view/28451/pdf_20

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spelling	doaj-45556bf55c144f3bab1b485c08521ef02020-11-24T23:33:46ZengAssociation for Learning Technology Research in Learning Technology2156-70772015-10-0123011410.3402/rlt.v23.2845128451A blended learning framework for curriculum design and professional developmentNegin Mirriahi0Dennis Alonzo1Bob Fox2School of Education & Learning and Teaching Unit, University of New South Wales, Sydney, AustraliaSchool of Education & Learning and Teaching Unit, University of New South Wales, Sydney, AustraliaSchool of Education & Learning and Teaching Unit, University of New South Wales, Sydney, AustraliaThe need for flexibility in learning and the affordances of technology provided the impetus for the rise of blended learning (BL) globally across higher education institutions. However, the adoption of BL practices continues at a low pace due to academics’ low digital fluency, various views and BL definitions, and limited standards-based tools to guide academic practice. To address these issues, this paper introduces a BL framework, based on one definition and with criteria and standards of practice to support the evaluation and advancement of BL in higher education. The framework is theoretically underpinned by the extant literature and supported by focus group discussions. The evidence supporting the criteria and standards are discussed with suggestions for how they can be used to guide course design, academic practice, and professional development.http://www.researchinlearningtechnology.net/index.php/rlt/article/view/28451/pdf_20digital literacycriteriastandardsacademic developmentcurriculum design
collection	DOAJ
language	English
format	Article
sources	DOAJ
author	Negin Mirriahi Dennis Alonzo Bob Fox
spellingShingle	Negin Mirriahi Dennis Alonzo Bob Fox A blended learning framework for curriculum design and professional development Research in Learning Technology digital literacy criteria standards academic development curriculum design
author_facet	Negin Mirriahi Dennis Alonzo Bob Fox
author_sort	Negin Mirriahi
title	A blended learning framework for curriculum design and professional development
title_short	A blended learning framework for curriculum design and professional development
title_full	A blended learning framework for curriculum design and professional development
title_fullStr	A blended learning framework for curriculum design and professional development
title_full_unstemmed	A blended learning framework for curriculum design and professional development
title_sort	blended learning framework for curriculum design and professional development
publisher	Association for Learning Technology
series	Research in Learning Technology
issn	2156-7077
publishDate	2015-10-01
description	The need for flexibility in learning and the affordances of technology provided the impetus for the rise of blended learning (BL) globally across higher education institutions. However, the adoption of BL practices continues at a low pace due to academics’ low digital fluency, various views and BL definitions, and limited standards-based tools to guide academic practice. To address these issues, this paper introduces a BL framework, based on one definition and with criteria and standards of practice to support the evaluation and advancement of BL in higher education. The framework is theoretically underpinned by the extant literature and supported by focus group discussions. The evidence supporting the criteria and standards are discussed with suggestions for how they can be used to guide course design, academic practice, and professional development.
topic	digital literacy criteria standards academic development curriculum design
url	http://www.researchinlearningtechnology.net/index.php/rlt/article/view/28451/pdf_20
work_keys_str_mv	AT neginmirriahi ablendedlearningframeworkforcurriculumdesignandprofessionaldevelopment AT dennisalonzo ablendedlearningframeworkforcurriculumdesignandprofessionaldevelopment AT bobfox ablendedlearningframeworkforcurriculumdesignandprofessionaldevelopment AT neginmirriahi blendedlearningframeworkforcurriculumdesignandprofessionaldevelopment AT dennisalonzo blendedlearningframeworkforcurriculumdesignandprofessionaldevelopment AT bobfox blendedlearningframeworkforcurriculumdesignandprofessionaldevelopment
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A blended learning framework for curriculum design and professional development

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