**4. Blended learning**

In a traditional classroom situation, the instructor has the opportunity to adapt the instruction to suit individual needs that is not available when material is delivered online (Logan and Thomas, 2002). Blended learning is an approach to the delivery of learning that involves a combination of delivery methods and in some cases learning methodologies (Sloman, 2007). The alternatives available with blended learning may be formal and informal, people based and technology based, team-based and independent and discoveryorientated and directive. Blended learning may include many forms of learning tools such as real-time virtual / collaborative software, self-paced Web-based courses, electronic performance support systems (EPSS) embedded within the job task environment and knowledge management systems (Singh, 2003). Some key factors that continue to pose challenges are;

i. How does one build a blend?

136 International Perspectives of Distance Learning in Higher Education

the programme.

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

a key challenge this paper attempts to address.

information should be explored.

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

In a traditional classroom situation, the instructor has the opportunity to adapt the instruction to suit individual needs that is not available when material is delivered online (Logan and Thomas, 2002). Blended learning is an approach to the delivery of learning that involves a combination of delivery methods and in some cases learning methodologies (Sloman, 2007). The alternatives available with blended learning may be formal and informal, people based and technology based, team-based and independent and discoveryorientated and directive. Blended learning may include many forms of learning tools such as real-time virtual / collaborative software, self-paced Web-based courses, electronic performance support systems (EPSS) embedded within the job task environment and knowledge management systems (Singh, 2003). Some key factors that continue to pose

Contemporary research demonstrates that the organisational structure of e-learning class, the communications management system employed and the strategies for knowledge sharing are

all positively related to the participants' achievement.

In addition to conventional text and classroom discussion, multimedia (i.e. audio and video clips, animation, games, audio/video lectures or vignettes, PowerPoint presentations, video conferencing and simulations) must be integrated into

Interactivity or the ability of participants to use courseware to correct misunderstandings of material they have used to correct knowledge by using courseware to identify what new

Instructors should view themselves as facilitators. They must communicate effectively with participants, personalise the learning environment, act as a discussion leader and manage the course. An effective online instructor must be able to write well and provide unambiguous directions to individual participants and groups. Instructors need to create collaborative, interactive learning opportunities.

**Feature Description** 

Effective e-learning programmes are well

Effective courses use multimedia to engage the learner through different senses and capitalise on a variety of intelligences

E-learning courses that

interactivity promote higher learning

Effective courses require instructors to be trained in the online delivery of learning

Source: Schweizer (2004)

**4. Blended learning** 

challenges are;

organised

incorporate


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 opportunities

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 blended learning that is most effective.

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 learning.

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 education worldwide (Shen and Scott, 2004).
