| Field |
Value |
Language |
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dc.contributor.author |
Benson, H
https://orcid.org/0000-0002-6918-5045
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dc.contributor.author |
Williams, KA |
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dc.contributor.author |
Heggart, K
https://orcid.org/0000-0003-2331-1234
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dc.date.accessioned |
2024-09-27T04:41:15Z |
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dc.date.available |
2024-09-27T04:41:15Z |
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dc.identifier.citation |
Australasian Journal of Educational Technology |
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dc.identifier.issn |
1449-3098 |
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dc.identifier.issn |
1449-5554 |
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dc.identifier.uri |
http://hdl.handle.net/10453/181032
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dc.description.abstract |
<jats:p>The COVID-19 pandemic has accelerated the shift in higher education towards blended and online learning, prompting a need for robust quality assurance interventions. Blended learning, a combination of face-to-face and online experiences, offers flexibility and individualised learning paths, but its quality varies across institutions. Quality assurance interventions play a crucial role in monitoring and enhancing the effectiveness of blended learning programs. This systematic literature review examined existing literature on quality assurance interventions in blended learning within higher education. The review highlights the importance of evaluating the impact of these interventions on student performance and the educational landscape. It also emphasises the need for evidence-based frameworks for benchmarking and assessment. The review identifies four key intervention approaches: professional development courses, communities of practice and mentoring, audit frameworks and learning design support. Each approach has its strengths and can contribute to improving the quality of blended learning. Future research should focus on multifaceted interventions that combine these approaches to enhance the skills of academics and elevate the standard of blended learning across institutions.
Implications for practice or policy:
This review can guide higher education institutions in implementing quality assurance activities to enhance their online and blended learning offerings.
Evidence-based approaches that institutions can adopt include professional development courses, communities of practice and learning design support interventions.
</jats:p> |
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dc.language |
en |
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dc.publisher |
Australasian Society for Computers in Learning in Tertiary Education |
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dc.relation.ispartof |
Australasian Journal of Educational Technology |
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dc.relation.isbasedon |
10.14742/ajet.9362 |
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dc.rights |
info:eu-repo/semantics/openAccess |
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dc.subject |
0906 Electrical and Electronic Engineering, 1302 Curriculum and Pedagogy, 1303 Specialist Studies in Education |
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dc.subject.classification |
Education |
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dc.subject.classification |
3903 Education systems |
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dc.subject.classification |
3904 Specialist studies in education |
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dc.title |
Quality assurance interventions in blended learning design: A systematic review of the literature |
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dc.type |
Journal Article |
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utslib.for |
0906 Electrical and Electronic Engineering |
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utslib.for |
1302 Curriculum and Pedagogy |
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utslib.for |
1303 Specialist Studies in Education |
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pubs.organisational-group |
University of Technology Sydney |
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pubs.organisational-group |
University of Technology Sydney/Faculty of Arts and Social Sciences |
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pubs.organisational-group |
University of Technology Sydney/Faculty of Health |
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pubs.organisational-group |
University of Technology Sydney/Strength - CHSP - Health Services and Practice |
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pubs.organisational-group |
University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies and Education |
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pubs.organisational-group |
University of Technology Sydney/Faculty of Health/Graduate School of Health |
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pubs.organisational-group |
University of Technology Sydney/Faculty of Health/Graduate School of Health/GSH.Pharmacy |
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pubs.organisational-group |
University of Technology Sydney/Strength - CREDS - Centre for Research on Education in a Digital Society |
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pubs.organisational-group |
University of Technology Sydney/UTS Groups |
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pubs.organisational-group |
University of Technology Sydney/UTS Groups/Centre for Research on Education in a Digital Society (CREDS) |
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utslib.copyright.status |
open_access |
* |
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dc.rights.license |
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-nd/4.0/ |
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dc.date.updated |
2024-09-27T04:41:13Z |
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pubs.publication-status |
Published online |
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