Blended learning in open and distance education: A case study
Le Jun, Huang Ling, Zhou Ling and Li Zhongxin
Guangdong Radio and TV University
Guangzhou, China
The concept of blended learning, which combines online and face-to-face instruction, has emerged in higher education over the last few years. As a new delivery mechanism, it can bring effective learning, increase access and flexibility, and reduce costs -- but it adds further complexity to the already complex process of developing open and distance education courses.
This paper discusses the authors’ experience in implementing blended learning in a few courses for open and distance learning in Guangdong Radio and TV University. The process was informed by theories related to systems, adult learning, instructional design, interaction, information analysis, distance education and learnercentredness. Some new technological tools were used in constructing the blended learning system and an action research approach was employed to guide the work. The main issues considered in blended learning at the course level were: (1) the motive and feasibility; (2) the blended learning system structure; (3) the course knowledge system and objectives; (4) the views of the institute, teachers, tutors and learners; (5) technology; and (6) some social factors.
In the process of instructional design, we needed to consider how to arrive at a balance between online and face-to-face learning, individual learning and group learning, learning materials and media choices, and formative and summative evaluation. We designed the system structure of the blended learning for the courses based on: their knowledge frameworks and objectives; the learners’ preferences; the learning environment; the support services which the university could provide; and the relevant theories.
Finally, we analysed the effects based on questionnaire results for some courses, the learners’ expectations, the current problems, and the future challenges in integrating blended learning with open and distance learning.