Critical Success Factors for the Implementation of Blended Learning in Higher Education

A Case Study from New Zealand

Ahsan Ali Chaudhri

Dr. Monica Gallant

Abstract- The purpose of this study is to identify the critical success factors for the implementation of blended learning in higher education institutes. The study explores the conceptual foundations of the online blended review of and learning builds learning. a model case The through for data the was literature institution

underpinning to understand the implementation of blended learning in academic environment [3].The model suggests that perceived usefulness and user friendliness are the key features to facilitate adoption of an technological interactive innovations[4].Blended with ease learning approaches offer very interesting avenues to learn in mode and flexibility [5]. There is no doubt that modern technology provides many features to augment student learning such as wireless access to internet which facilitates acces s to infonnation from anywhere at any time from mobile devices[6]. . II.
LiTERATURE REVIEW

implementation

of online blended learning in an higher

gathered in face to face interviews from the staff of a higher learning institute in New Zealand The data was analyzed and to analyze the critical The interpretations success study were used for the that factors

implementation of blended learning in the higher education setting. concludes blended learning is an important educational tool that provides flexibility to students to master skills without however, interactions the constraints to support of the time of and locality, online the importance face-to-face

The concept of critical success factors (CSFs) was popularized by John F.Rockart nearly 20 years ago in the USA[7].The CSFs in blended learning provide key areas that must be addressed for the successful implementation of blended learning in higher education[8]. Research suggests that blended learning is a vital component of a modern education paradigm [9].The adoption of innovative pedagogical practices is a critical component in the of educational online policies learning worldwide [10]. It has been observed that learners' collaboration blended

students'

learning was also suggested.

Keywords- Blended Learning, Online Platforms, Critical success factors

I.

INTRODUCTION

environment focuses on reflection, based learning is and teaching greater

dialogue, and [ll].Blended in higher of

A critical analysis of the blended learning model indicates that the use of an online platform is a tool to supplement blended face-to-face provides learning[I]. Since an ideal adult learners benefit from more flexibility in their studies, learning platform for them[2].It can be difficult to introduce innovative technologies in academic institutions because of the challenges associated with adoption and acceptance by the stakeholders [3].The success of an E-learning model depends on the underpinning (TAM). The provides a theory of adoption of technology based on the 'Technology Acceptance Acceptance Model' Model Technology philosophical

authentic tasks for the effective application of web tools learning online gaining and attention

education due to emerging technologies that facilitate learning teaching [5].The adoption technological innovations in academia is not an easy task and requires considerable efforts and analysis of the core capabilities advent and of competencies of both and students and educators [12]. Before the powerful computing collaborative platforms, the use of technology in education was confmed to the use of pro jectors, video slides and audio-visual formats [13]. Currently, more

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advanced technologies such as high speed internet, computer-based platforms, wikis, real time conferencing, I-phones and blogs, online animations, social media sites, collaborative learning podcasts, simulations provide more opportunities to learn with flexibility[13]. The blended learning model combines online elements with face-to-face interactions to improve students' learning experiences [14]. 11 is an instructional delivery system that augments students' learning by allowing them to study from remote locations without being physically present in the class room and to learn in new ways [IS] It has been regarded as a beneficial approach for learning and teaching in adult education institutes [9]. The advancement of information commu nication technology (lCT) provides an ideal opportunity to integrate online web based platforms in teaching and learning environment [16]. The Virtual collaboration allows learners to participate in active discussions to upgrade their knowledge. The joint use of Twitter, Facebook, Google and digital drop boxes for information sharing provides support for leamer's involvement in authentic tasks and dialogue [16] Universities and other institutes of higher learning are involved in adopting online education to improve students' learning[11]. ideas and knowledge Online learning allows the with flexibility [15].Online students to interact with their peers and share the blended learning has been identified as a more

prompts the institutes of higher learning to integrate technology in the classroom to provide cutting edge skills to the students [20].
111. RESEARCH DESIGN

The case study methodology supported by face-to face interviews was chosen to formulate factors (CSFs) critical success for the blended learning

implementation in the capture study the the

context of higher education. of the organisational in face-to-face

The case study approach allow the researchers to richness data was behaviour[7].To enhance the validity of the case collected

interviews with thirteen staff members at an institute of higher education in New Zealand in July 2012 to determine CSFs for the implementation of the blended learning initiative. The interviews were used to form the basis of findings. The interviews were useful in gaining the deeper insight about the issues.The interviews were transcribed and data was analysed to formulate the critical success factors in the conntext of a case study. IV. On the basis of the
DISCUSSION

interviews conducted, the

following critical success factors were identified:

A.

Selection ofright model of blended learning:

student centered, flexible and interactive approach to facilitate learning for adult students [17].The literature revealed that the online experience prompts students to learn deeper because it is inherently self-reflective [12].Secondly, the use of online tools in learning process allows students to visualize, simulate and experiment with complex real world issues through collaboration and interactive learning [18].The involvement of the students in an online learning environment requires more rigorous self-regulation than the traditional classroom because learning from peers through online discussions is a difficult task [Il].Therefore, it is clear that the adoption of blended learning as a pedagogical solution will capture both E-learning and face-to-face benefits[5]. Due to the emergence of a technology-oriented society, higher education institutes can't delay the adoption of e technology in their curriculum[19].It is a great challenge for academic leaders to understand the possibilities of improvement in academic institutions associated with online blended learning [9]. Most of the educational institutes worldwide are engaged in adopting new models to accommodate education technology to support academic activities [19].The proponents and critics of blended learning both agree on the fact that educational institutes must align their curriculum framework with the blended model [17]. Otherwise, the misalignment merely exposes students to another technology and does not enhance the learning process [14]. The exponential growth of educational technologies in the academic world

There are many combinations of blended learning models that cater to the needs of different segments of students [17].The management has chosen to adopt a practice based model of blended learning. The practice based model encapsulates activities and exercises that prompts the students to retlect upon their own professional practice [17].This model facilitates student learning by incorporating their workplace into the learning process. Students can create blogs and engage their colleagues into the learning process [17]. The students can work in their office and log into online platform and participate in a variety of dialogues by engaging diverse community of teachers, peers, and work colleagues [17].The practice based model provides real world reflection and online technologies allow students to learn in their work environment and augment their skills under the supervision of experienced lecturers. The data analysis revealed that lecturers must educate and encourage the use of online tools for the success of blended learning. The data analysis also revealed that blended learning requires rigorous planning to redesign curriculum to align with blended learning.

B.

Redesigning ofcurriculum to align with blended learning:

The blended learning requires a more disciplined approach successfully atempt and complete online activities [21].11 was observed during the interviews that the

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lecturers were introduced to the following techniques and practices to facilitate the online learning process: LDesign group assignments and include online

perspective, curriculum

it is critically important to consider design for a blended mode in adult implementation of the

multiple point of views as a frame of reference in educational settings [22].The analysis of the data revealed activities that and successful assessment blended learning requires redesigning of the co urse tools to accommodate blended learning.
D.

discussion component to encourage students to use online platfonn II. It was recommn ded to use simulations and virtual reality games to improve the confidence of learners in advanced technological learning environment TTT.Create blogs for collaborative discussions among the students in real time. IV.Conduct online quizzes and activities thatprovide online feedback. VIt illclude activities and assessments that allow the students to collaborate with other students to analyse the topic or issue to develop sound understanding of the concept. VI.Provide a clear marking criteria for assessments to avoid any confusion and encourage independent learning VII.Design activities and assessments that encourage learners to formulate assumptions based upon their experiances and provide sound reasoning to support their arguments in an online blended mode of learning.

Training of the academic staff:

The

technologicaly because

learning moderators

environments foster

relationships among the differs significantly from

online learning community teaching in a traditional

[16]. Teaching online is a complex phenomenon and classroom[23]. Many lecturers in academia believe that lessons learned in face-to-face teaching may not be applicable in an on-line environment and may be reluctant to incorporate online learning [24]. Training is required to promote the benfits of online learning, the techniques used to design actIvItIes and assessments in the online environment as well as in the technological tools themselves.

E.

Implementation of IT infrastructure:
and operational details.The

Different learning models require different set of infrastructure compatibility of IT infrastructure is always an issue in adoption of educational technology in educationa l institutes [4].

C.

Redesigning ofassessment tools:

Assessments are an important tool to gauge the learners redesign an online environment [22].The management has encouraged the lecturers to their assessment tools to accommodate blended mode based on the redesigned curriculum. A detailed audit of assements was done to make them compatible with blended learning principles. instructiononal material, While most online courses and components use text-based research suggests that students have different learning styles which may require different learning tools [15].These differences exists in the field of information processing, general skills and the application of information in different situations [15]. It is important for lecturers to plan

platform

robustness and reliability of

internet speed and the extent of the user-friendliness of the interface [12] The interviewees felt that senior management was very committed to the success of implementation and it was evident that they invested heavily to upgrade the IT infrastructure to enrich the learning experience of the students in the blended learning mode.

V. There is

LIMITATIONS AND C ONCLUSIONS:

activities to address dissimilarities in learning styles The lecturers can enhnace the learning of students by using different activities such as online quizzes, blog discussions, and postings of critical reflections online [15] The assessments were revised to accommodate online activities and for consideration was given to include virtual sessions to provide more opportunities student collaboration as previous research has to suggested[ll]. To promote active learning , lecturers were encouraged to use online course projects allow the students to work closely in a collaborative environment and apply the concepts in a virtual reality setting [13]. Since all students have a unique

no

set of

recipe the for

for

the

successful in the We

implementation academic

blended higher

learning

institutions

education.

believe that our study provided some guidelines for future researchers in the area of blended learning. The case study was developed in the context of New Zealand only; therefore further investigations in other parts of the world would be useful to understand the phenomenon in the greater depth. ill conclusion, this study makes a significant contribution to the research on blended learning by exploring five critical factors for the success of blended learning implementation.

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