Technology-mediated learning paradigm and the blended learning ecosystem: what works for working professionals?

Abstract While the need to continually reskill and upskill is universally acknowledged by working professionals and organizations, the constraints of location, time and antiquated learning formats prove to be significant hurdles in any learning endeavor. In such a scenario, blended learning has emerged as a viable and increasingly popular option among working professionals. This research paper analyses the conceptual and contextual relevance of blended learning for working professionals and makes three notable contributions. Firstly, it develops a learning paradigm relevant to working professionals, whose learning needs are context-centric, skills-focused, situation-specific, peer-dependent and action-oriented. Secondly, the paper operationalizes this learning paradigm through an integrative framework, the blended learning ecosystem. And finally, the paper summarizes institutional, faculty-related, student-specific and pedagogical variables considered as key success factors for effective blended learning experience.

[1]  Soumen Ghosh,et al.  Student preferences for a hybrid course , 2017 .

[2]  Charles R. Graham,et al.  Blended Learning Environments: Definitions and Directions. , 2003 .

[3]  Clement C. Chen,et al.  Blended Learning vs. Traditional Classroom Settings: Assessing Effectiveness and Student Perceptions in an MBA Accounting Course , 2007 .

[4]  M. Cooney,et al.  Blurring the lines of play and work to create blended classroom learning experiences , 2000 .

[5]  Anthony G. Picciano.  BLENDING WITH PURPOSE: THE MULTIMODAL MODEL , 2009, Online Learning.

[6]  Ömer Delialioglu,et al.  Design and development of a technology enhanced hybrid instruction based on MOLTA model: Its effectiveness in comparison to traditional instruction , 2008, Comput. Educ..

[7]  P. McGee,et al.  Blended Course Design: A Synthesis of Best Practices , 2012 .

[8]  C. Dziuban,et al.  Blended learning: A dangerous idea? , 2013, Internet High. Educ..

[9]  Sharon W. Tabor,et al.  Narrowing the Distance: Implementing a Hybrid Learning Model for Information Security Education , 2007 .

[10]  Charles D. Dziuban,et al.  A course is a course is a course: Factor invariance in student evaluation of online, blended and face-to-face learning environments , 2011, Internet High. Educ..

[11]  Katrina A. Meyer.  EVALUATING ONLINE DISCUSSIONS: FOUR DIFFERENT FRAMES OF ANALYSIS , 2019, Online Learning.

[12]  Heba El-Deghaidy,et al.  Effectiveness of a blended e-learning cooperative approach in an Egyptian teacher education programme , 2008, Comput. Educ..

[13]  K. Spitzer,et al.  Blended learning positively affects students’ satisfaction and the role of the tutor in the problem-based learning process: results of a mixed-method evaluation , 2009, Advances in health sciences education : theory and practice.

[14]  Kara L. Orvis,et al.  Learning From Focus Groups: An Examination of Blended Learning , 2002 .

[15]  Bayram Güzer,et al.  The Past, Present and Future of Blended Learning: An in Depth Analysis of Literature☆ , 2014 .

[16]  Lázaro Rodríguez Ariza,et al.  Blended learning in higher education: Students' perceptions and their relation to outcomes , 2011, Comput. Educ..

[17]  D. Garrison,et al.  Blended learning: Uncovering its transformative potential in higher education , 2004, Internet High. Educ..

[18]  Kevin Young,et al.  Blended learning working in a leadership development programme , 2001 .

[19]  Y. Engeström,et al.  Expansive Learning at Work: Toward an activity theoretical reconceptualization , 2001 .

[20]  Harvey Singh,et al.  Building Effective Blended Learning Programs , 2021, Challenges and Opportunities for the Global Implementation of E-Learning Frameworks.

[21]  Joan M. Stewart.  A blended e‐learning approach to intercultural training , 2002 .

[22]  N. Vaughan.  Perspectives on Blended Learning in Higher Education , 2007 .

[23]  Manjot Kaur,et al.  Blended Learning - Its Challenges and Future☆ , 2013 .

[24]  G. Benfield,et al.  The undergraduate experience of blended e-learning: a review of UK literature and practice , 2006 .

[25]  Clinton O. Longenecker,et al.  Causes and consequences of managerial failure in rapidly changing organizations , 2007 .