**3. Understanding learning**

The preferred learning style of the individual is important for learning to be more effective when one is considering using technology based learning for a new skill, increasing knowledge and sharing information (James-Gordon and Bal, 2001 and Ahmed, 2000). Different cognitive style groups benefit from different types of multimedia presentation (Ghinea and Chen, 2003). One of the most attractive features of computer based instruction is its capacity to individualise instruction, present content in a variety of ways (e.g. text, audio, video, and graphics) and allow the user to progress at his or her own pace (Ross and Schulz, 1999). The attractive feature of classroom instruction is that the instructor has the flexibility to change the instructional methodology immediately if the circumstances are appropriate.

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.

Electronic learning or e-learning, is a term most often used to describe computer-based learning support systems and periodically associated with advanced distributed learning technology. It also can be considered as any virtual act or process used to acquire data or information, or to create knowledge (Bennett and Bennett, 2008). The emphasis in the past with e-learning has been on the "e" i.e. the electronic technology (Hamid, 2002). Factors that need to be considered in developing learning material using technology include (i) learner attitudes, (ii) technological advances and technological constraints, (iii) the skills of instructors in working with technology, (iv) the content to be learned, (v) the quality of the instructional material and (vi) the interactions that take place between students and the instructor and the students themselves (Landen, 1997; Martinez et al., 2007). To promote the use of e-learning the emphasis needs to be less on the technology and more on the

Consideration of the pedagogy is vital when attempting to understand the application of elearning in practice (Mehanna, 2004). Matching cognitive and learning styles with instructional presentation strategies may have an important role to play in enhancing the learner's learning experience (Ford and Chen, 2001). An example of this is a study by Ross and Schulz (1999) that found in a study of the effect of learning styles on learning outcomes, that there was a significant effect of learning style upon learning outcomes and that certain types of learners are at risk of not performing well with certain forms of computer based

The preferred learning style of the individual is important for learning to be more effective when one is considering using technology based learning for a new skill, increasing knowledge and sharing information (James-Gordon and Bal, 2001 and Ahmed, 2000). Different cognitive style groups benefit from different types of multimedia presentation (Ghinea and Chen, 2003). One of the most attractive features of computer based instruction is its capacity to individualise instruction, present content in a variety of ways (e.g. text, audio, video, and graphics) and allow the user to progress at his or her own pace (Ross and Schulz, 1999). The attractive feature of classroom instruction is that the instructor has the flexibility to change the instructional methodology immediately if the circumstances are

"experience", "engagement" and other high level contexts (Hamid, 2002).

**2. E-Learning** 

instruction.

appropriate.

**3. Understanding learning** 

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 learning initiative.

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 learning, summarised in table 1.


Source: Zhang et al. page 76 2004

Table 1. Traditional Classroom Learning Versus E-learning

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., 2007).

Schweizer (2004) identified a number of features that should be allowed for in order for participants to benefit from e-learning. These are outlined in table 2.

Strategically Integrating Blended Learning to Deliver Lifelong Learning 137

iii. How are the roles of educators and participants changed in a blended environment?

In selecting among the varying technologies within distance learning, a question should not necessarily be, what is the best technology, but rather what combination of media are the most appropriate considering learner and instructor characteristics, instructional goals and strategies, learning environments, and the availability of resources? Through configuring technology in the context of delivering blended learning, the opportunity exists to bridge the gap between industry and the requirements of learners wishing to access lifelong

Learning how to; (i) integrate new technologies in an instructional setting, (ii) when to use them and (iii) why they should be used, always lags the introduction of the technology itself (Kilby, 2001). It is therefore difficult to say that there is one correct model for deploying

Key drivers in formulating this framework in the delivery of lifelong learning are; (i) appreciating the pedagogy of learning, (ii) reviewing the technologies that are available to deliver e-learning (iii) acknowledging the myriad of challenges management and staff in educational institutions face in deploying blended lifelong learning and (iv) recognising the role of industry, professional bodies and the drivers in maintaining the status of lifelong

One key challenge facing educational institutions is to engage students and staff in an active and flexible learning environment. Technological advances and the Internet have opened up new opportunities for educational providers to configure traditional classroom and technology assisted learning to promote and encourage access to lifelong learning opportunities. The Internet provides new opportunities and promises potential for distance

Research by Collis and can der Wende (2002), Reisman et al. (2001) and DG Education and Culture of EU Commission (2004) suggests that there are different models and phases that educational institutions embrace with respect to incorporating technology in the delivery of teaching and learning. More innovative and flexible approaches will be required to sustain these educational institutions looking to the future. The growth of the Internet and web 2.0 technologies, coupled with the emergence of a new student population and in many cases a decline in real terms in government funding makes it a strong case for educational institutions to look at new methods and approaches to delivering learning. Key in the

Sun et al. (2007) suggest that instructors' attitude towards e-learning has a key influence on driving the success of any e-learning initiative. Lehner et al. (2003) argue that electronic education should not attempt to replace traditional education, but rather support both staff

i. How does one build a blend?

iv. How to evaluate the blend?

blended learning that is most effective.

education worldwide (Shen and Scott, 2004).

**6. Supporting the Instructor** 

**5. Integrating technology in blended lifelong learning** 

delivery of this is how staff can be empowered to meet this challenge.

learning opportunities

learning.

ii. How can a blended approach be delivered?


Source: Schweizer (2004)

Table 2. Features to Help Participants Benefit From E-learning

The complexity with e-learning is that while it is a well established term; (i) there are many definitions of e-learning, (ii) there are numerous forms of communication available as part of e-learning and (iii) both individuals and instructors display a broad range of skill sets and experiences in using technology as part of learning. Formulating a framework that enables higher education to recognise these complexities and still deploy a successful programme is a key challenge this paper attempts to address.
