Effectiveness of technology enhancement in blended learning: An instrumental perspective

Abstract

Studies on institutional policies on the use of technology in blended learning reveal that technology choices and policy implementation are largely governed by three common perceptions: (1) technology per se has its own logic of effectiveness and operation, (2) the choice of technology is based on its utilities across contexts, and (3) the application of technology is pre-determined. However, this commonality overlooks the existence of various factors that shape the effectiveness of technology at different stages of application. This paper examines, via the perspective of policy instrument, various factors that may hinder or facilitate the effectiveness of technology in blended learning. The use of technology is conceptualized as a policy instrument in the process of formulating and implementing institutional policies on blended learning. Its effectiveness is analyzed using four theories of policy instrument, namely the ‘classical’, ‘contextual’, ‘instrument-context’ and ‘constitutive’ approaches to instrument. Results of the analysis show the dynamic nature of effectiveness which should be considered when formulating institutional policies on technology-enhanced learning.