Strategies for large scale blended learning initiatives: Training, teaching and management McIntyre, Simon en_US Watson, Karin en_US Larsen, Soren en_US 2021-11-25T15:23:26Z 2021-11-25T15:23:26Z 2009 en_US
dc.description.abstract Since 2003, the College of Fine Arts (COFA), The University of New South Wales, Sydney, Australia has successfully developed and implemented online learning and teaching training programs. In 2008, an increase of interest amongst the Faculty in the potential of blending learning, prompted COFA Online (COFA's elearning unit), to conduct a special Blended Learning Fellowship Training Program to support staff wishing to develop and implement their own blended learning curricula. This program was to serve as a pilot test before a wider implementation of blended learning strategies across the faculty. A total of 35 academics participated in the program, which comprised blended curriculum development, online teaching, and online class management techniques. A total of 11 blended courses across a range of programs and stages were developed, involving 1185 students. During the program and the teaching semester, comparative analysis of different courses in the program was conducted in the context of comprehensive evaluation data, and collegial discussion within the community of involved academics. Whilst the program was an overall success, revealing several effective blended learning strategies, it also highlighted several problematic issues relevant to any large-scale implementation of blended learning. In particular: - The traditional roles and expectations of teachers and students were challenged, revealing particular adaptive difficulties shared by both groups - Balance of workload and time management were key for both teachers and students - The 'ripple effect' of blended learning upon academic management and administrative strategies must be anticipated to ensure this form of teaching integrates well with existing practice. This paper discusses these issues and outlines what teachers, administrators and students can expect when adapting to a blended learning environment, and provides a solid foundation for further research into management, training and teaching issues surrounding large scale blended learning applications in tertiary institutions. en_US
dc.language English
dc.language.iso EN en_US
dc.publisher University of Hetfordshire en_US
dc.rights CC BY-NC-ND 3.0 en_US
dc.rights.uri en_US
dc.source Legacy MARC en_US
dc.title Strategies for large scale blended learning initiatives: Training, teaching and management en_US
dc.type Conference Paper en
dcterms.accessRights open access
dspace.entity.type Publication en_US
unsw.description.notePublic Original inactive link: en_US
unsw.identifier.doi Hatfield, UK. en_US
unsw.relation.faculty Arts Design & Architecture
unsw.relation.ispartofconferenceLocation University of Hertfordshire, Hatfield, UK en_US
unsw.relation.ispartofconferenceName The Fourth International Blended Learning Conference: "Engaging Students in the Curriculum" en_US
unsw.relation.ispartofconferenceProceedingsTitle 4th International Blended Learning Conference en_US
unsw.relation.ispartofconferenceYear 2009 en_US
unsw.relation.originalPublicationAffiliation McIntyre, Simon, College of Fine Arts, UNSW en_US
unsw.relation.originalPublicationAffiliation Watson, Karin, College of Fine Arts, UNSW en_US
unsw.relation.originalPublicationAffiliation Larsen, Soren, University of Copenhagen en_US School of Art and Design *
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