**1. Introduction**

132 International Perspectives of Distance Learning in Higher Education

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One of the key challenges emerging that is likely to have a significant impact on education in the future is the rapidly changing environment of higher education. Costs continue to rise; budgets are typically shrinking, while demands for new services are growing. This is one of the drivers for an increasing need for distance education with pressure coming not only from non-traditional students seeking flexible options but also from administrative directives to cut costs as well as private providers and corporate universities.

Too often the implementation of computer-based learning has been based on solutions, which are developed based on the latest technological solutions rather than established learning theories (Sloan, 1996). There are many examples of unsuccessful initiatives using technology to address learning needs.

Designing, developing and deploying programmes that are well organised, use multimedia to engage the learner using various intelligences, capturing the experiences and knowledge of the learners, while incorporating and promoting interactivity and training instructors to facilitate online delivery, demands a strategic decision to be made and adequate resources be made available. Blended or hybrid learning can address the potential shortcomings of a purely e-learning approach but only in the context of educators taking a strategic approach and planning appropriately.

With the broad choice available in terms of multimedia based learning solutions there is an increased recognition that it is down to finding the right blend and making sure it is well prepared that is key to attracting, retaining and motivating learners (Trasler, 2002). Blended learning can offer the advantages of both traditional classroom delivery and e-learning. Blended learning can affect the way people learn, can help to promote the experiential learning experience and enable or empower the learner. However, this is a complex undertaking. The challenge is how to configure the blended learning approach. Using a blended learning approach may overcome many of the concerns staff in educational institutions may have with integrating technology as part of the delivery of learning and also help "mitigate" the considerable costs that may be incurred in going to a totally online delivery model.

Successful e-learning participants are highly motivated and self-directed, intellectually more mature, self-disciplined, older, serious and interested in coursework from which they will materially benefit (Schweizer, 2004). A study by Ramsden and Brown (2008) highlights that

Strategically Integrating Blended Learning to Deliver Lifelong Learning 135

Harvey and Beards (2004) in a review of e-learning in Scottish further and highereducation, found that it is very easy to execute e-learning badly and this is more likely to happen if technology and not pedagogy is allowed to drive the process. Detractors of elearning focus their criticism in five areas; (i) participant isolation online, (ii) high participant dropout rate, (iii) the increased time and money to create and teach online courses, (iv) intellectual property rights and (v) the pedagogical soundness of e-learning (Schweizer, 2004). These are key areas that academic managers must address from a strategic perspective at the outset of any technology facilitated delivery of lifelong

Zhang et al. (2004) stated that it is important to realise that there are advantages and disadvantages associated with traditional instruction versus e-learning in delivering

There are a wide variety of technologies, ranging from print medium to sophisticated media-rich content delivered over the Internet, which can be used as primary or supportive delivery systems for distance learning programmes. Furthermore number of issues can contribute to the failure of any e-learning initiative including; (i) technologies failing to deliver, (ii) costs growing exponentially, (iii) teaching remaining untransformed, (iv) staff support not adequate, (v) time release to develop material not considered, (vi) management and (vii) systems disputes (Latchem, 2005; Alexander, 2001 and Ruiz et al.,

Schweizer (2004) identified a number of features that should be allowed for in order for

**E-Learning** 

audience

 Learner-centred and self-paced Time and location flexibility Cost-effective for learners Potentially available to global

Unlimited access to knowledge

 Lack of immediate feedback in asynchronous e-learning Increased preparation time for

 Not comfortable to some people Potentially more frustration, anxiety and confusion

knowledge reuse and sharing

Archival capability for

the instructor

learning initiative.

learning, summarised in table 1.

**Traditional Classroom** 

 Being familiar to both instructors and students

 Motivating students Cultivation of a social community

 Time and location constraints

Table 1. Traditional Classroom Learning Versus E-learning

More expensive to deliver

participants to benefit from e-learning. These are outlined in table 2.

**Learning** 

**Advantages**  Immediate feedback

**Disadvantages**  Instructor-centred

Source: Zhang et al. page 76 2004

2007).

throughout the European Union (EU) indicates that up to 2029 the percentage of 18-20 year olds will decline by over 14%. As the demographic profile of the population changes it is likely that a further demand for lifelong learning opportunities will exist. James-Gordon et al. (2003) suggest that the fastest growing sector in educational terms is busy professionals seeking education to advance their careers, increase their self development and/or salaries.

Given the traits of lifelong learners striving to balance a number of challenges in terms of work life balance and their thirst to engage in further up-skilling and learning opportunities, the formulation of a strategic framework which strikes a balance between the traditional instruction and the use of technology in both the delivery and support of learning must acknowledge that all learners have different cognitive preferences. Structuring the blend to effectively meet pedagogical differences is a prerequisite to designing an effective blend.
