Lessons learned from implementing blended learning for classes of different size

Abstract

Research investigating why blended learning, despite many of its advantages, is usually difficult to scale up for classes of different size has been needed for a long time. Research data were obtained from 3 courses with different numbers of students: one course with 4 students, one course with 26 students, and one course with 94 students and the data were compared to identify factors that influence scaling up of blended education. All of the groups used Moodle as LMS. This study investigates differences in operational, instructional and technological factors between these three courses which adopted blended learning, in an effort to understand the challenges and obstacles inherent in the successful implementation of blended learning for classes of different size. Findings indicate that no significant differences exist in the effort required to set the course for each of the three groups, neither in managing the registration of students, however, significant differences existed in handling subsequent issues arising from selected delivery format options. Discussions about improving on-line and blended delivery methods are elaborated upon based on the research findings. We also discuss implications for deployment of blended learning for Universities.