EXPLORING BLENDED LEARNING RELATIONSHIPS IN HIGHER EDUCATION USING A SYSTEMS-BASED FRAMEWORK

Authors : Elisabeth MCGEE, Prerna POOJARY

Pages : 1-13

Doi:10.17718/tojde.803343

View : 38 | Download : 22

Publication Date : 2020-10-01

Article Type : Research Paper

Abstract :The adoption of a blended learning approach is increasing among higher education institutions with a significant amount of research that focuses on linear relationships. However, there is limited research on how the blended learning environment functions and interacts as a complex system. There is a need for more research that explores the relationships that exist within a blended learning environment using a system-based framework, such as the Complex Adaptive Blended Learning Systems insert ignore into journalissuearticles values(CABLS); framework. The purpose of this qualitative phenomenological study was to explore the perceived relationships that exist within the CABLS in a higher education blended learning environment. Interviews were conducted with the learner, teacher, institutional administrators, and learning support staff. A thematic analysis was used to identify themes to better understand stakeholder relationships within the CABLS framework. The results of this study seek to provide all stakeholders with a better understanding of the complex interdependent relationships within the CABLS framework to optimize a collaborative approach to blended learning.
Keywords : Blended learning, higher education, complex adaptive systems, framework, stakeholders, relationships

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