Blended learning adoption monitoring

Abstract

A debate exists regarding blended learning definitions; current research relies heavily on concepts developed in online and distance education contexts. A recent review of blended learning studies reveals that colleges and universities do not readily keep records of who teaches blended courses, and faculty are not fully cognizant of whether they are teaching in blended learning format (Skrypnyk et al, 2015). Driven by needs such as improved course delivery and student retention, tertiary institutions are strategically increasing their blended learning offerings, yet there exists no widely accepted reporting mechanism to monitor blended learning adoption. This paper introduces a practical method for monitoring blended learning adoption at an institution, and recommends an approach towards semi-automating the process.