Blended Learning

Section 2:
The Process of Blended Learning
Introduction
This section offers advice and guidance for staff in the process of designing and
implementing blended learning in university courses and curricula.
Taking a considered and programmatic approach to designing technology-enhanced
learning experiences is crucial to the ultimate success of such experiences, particularly
in relation to quality learning. As with any curriculum, the learning and teaching
activities need to be meaningful and relevant for the students’ learning. They also
need to be clearly valued and supported by the teacher, and well integrated into the
whole course experience. “Too often the opportunities and advantages of the use
of technology in the learning process are poorly exploited” (Oliver & Herrington,
2003, p.111). Ideally blended learning experiences should be participative, not just
interactive (Wild, 2007) so that the processes of cognition and collaboration are both
enhanced; “thinking and working together creates learning” (Allen, 2010).
Therefore, good preparation and decision-making is essential not only for efficient use
of your time in the construction and maintenance of your resources, but also for the
creation of quality learning experiences for your students.
Planning
Improving
Designing
Reviewing
Implementing
Figure 2: The blended learning design process
Section 2: The Blended Learning Process 7