Introduction of blended learning in a master program: Developing an integrative mixed method evaluation framework. (January 2017)

• Record Type: Journal Article
• Authors: Chmiel, Aviva S.; Shaha, Maya; Schneider, Daniel K.
• Is Part Of: Nurse education today. Volume 48(2017)
• Page Start: 172
• Page End: 179
• Publication Date: 2017-01
• Subjects: Blended learning -- Evaluation -- Evaluation framework -- Mixed method -- Integrative -- Higher education -- Master -- Program -- Nursing; Nursing -- Study and teaching -- Periodicals; Education, Nursing -- Periodicals; Soins infirmiers -- Étude et enseignement -- Périodiques; Nursing -- Study and teaching; Periodicals; 610.7307
• DOI: 10.1016/j.nedt.2016.10.008
• Languages: English
• ISSNs: 0260-6917

Abstract

Abstract: Aim: The aim of this research is to develop a comprehensive evaluation framework involving all actors in a higher education blended learning (BL) program. Background: BL evaluation usually either focuses on students, faculty, technological or institutional aspects. Currently, no validated comprehensive monitoring tool exists that can support introduction and further implementation of BL in a higher education context. Method: Starting from established evaluation principles and standards, concepts that were to be evaluated were firstly identified and grouped. In a second step, related BL evaluation tools referring to students, faculty and institutional level were selected. This allowed setting up and implementing an evaluation framework to monitor the introduction of BL during two succeeding recurrences of the program. Results: The results of the evaluation allowed documenting strengths and weaknesses of the BL format in a comprehensive way, involving all actors. It has led to improvements at program, faculty and course level. The evaluation process and the reporting of the results proved to be demanding in time and personal resources. Conclusion: The evaluation framework allows measuring the most significant dimensions influencing the success of a BL implementation at program level. However, this comprehensive evaluation is resource intensive. Further steps will be to refine the framework towards a sustainable and transferable BL monitoring tool that finds a balance between comprehensiveness and efficiency. Highlights: Evaluation of blended learning (BL) needs to involve students, faculty and the administration team. Monitoring organizational, technical and pedagogical aspects requires an integrative, mixed method evaluation. An evaluation framework should help improving BL teaching and learning at program level as well as the single course level.