Convergence and divergence in blended learning

Abstract

Recent technological advancement in movable gadgets at more affordable prices, much improved access to higher speed internet, changing communication behaviors, and availability of accessibility of information have expanded an early tech-dependent form of blended learning in higher education worldwide. An examination of recent changes in higher education points to apparent resemblances of significant impact from blended learning. As an alternative approach of a traditionally defined educational delivery process with the help of technology, blended learning finds its influence in a much wider spectrum in higher education. This paper attempts to re-define blended learning as a multifaceted expectation of higher education with four postulated features. A culture-based perspective predicts slower acceptance of blended learning in Chinese higher education system than in the U.S. higher education system. The paper argues that internationalization in higher education would greatly facilitate the acceptance of blended learning, but with a slow pace for a small number of early participating institutions.