**5. Implementing technology-facilitated learning**

Garrison and Kanuka [23] suggest that for academic administrators and leaders, the successful adoption of a blended learning approach requires the following:


Delivering distance learning can involve a host of teaching and learning practices that can offer convenience for students but may be far more labor intensive for staff in higher-level institutes. For staff it includes (i) creating courses, (ii) maintaining chat rooms, (iii) responding to students queries by email around the clock, (iv) the new expectations of students on these programs including "anytime, anyplace learning," "round-the-clock availability of instructors," and "24/7 advising" [24, 25]. Newton [26] in an analysis of funded research by the Learning and Technology Support Network – Information and Computing Studies Group identified the following barriers to using technology in teaching and learning within the academic com‐ munity in the UK: (i) increased time commitment, (ii) lack of incentives or rewards, (iii) lack of strategic planning and vision, (iv) lack of support, (v) lack of training in use of the technol‐ ogy, (vi) lack of support for pedagogical aspects of developments, and (vii) philosophical, epistemological, and social objections.

available. Even when the financial resources are available to invest in e-learning content, it does not ensure the success of the program. In the absence of resources to develop sophisticated e-learning content, the instructor must be empowered to embrace blended learning and acknowledge that his or her role must change. This presents significant strategic challenges

The term blended learning has been widely adopted to depict combinations of face-to-face and technology-based learning [20]. Blended learning is a balanced learning design with this balance achieved by the combination of classroom instruction with self-paced instruction that is delivered over the Internet [21]. No two blended learning designs are identical, which

Blended learning, therefore, potentially offers the advantages of both traditional instruction and online learning. There is a need for a more formal approach to the development of policies and operations required in supporting blended learning approaches [23]. As stated by Pailing [24], blended learning may bring about major changes in the way educational material is designed, developed, and delivered to people who want to access learning but have other constraints that affect the process of learning. Blended learning, therefore, potentially offers

Garrison and Kanuka [23] suggest that for academic administrators and leaders, the successful

**3.** Establishment of a single point of support, quality assurance, and project management **4.** Creation of an innovation fund to provide the financial support and incentives to faculty

**5.** Strategic selection of prototype projects that prove to be exceptionally successful exem‐

**6.** Development of formal instructional design support available through a blended format **7.** Systematic evaluation of satisfaction and success of the teaching learning, technology, and

**8.** Create a task group to address issues, challenges, and opportunities as well as commu‐

nicate and recommend new directions for the higher education community.

and departments to initiate blended learning course transformation

for leaders in educational institutions.

introduces the great complexity of blended learning [22].

398 E-Learning - Instructional Design, Organizational Strategy and Management

the advantages of both traditional instruction and online learning.

**5. Implementing technology-facilitated learning**

adoption of a blended learning approach requires the following:

**1.** Creation of clear institutional direction and policy **2.** Frame the potential, increase awareness, and commit

plars of effective learning

administration of new course

**4. Blended learning**

At an institutional level, the Higher Education Authority report [27] titled "Open and Flexible Learning – HEA Position Paper" suggested that matters such as innovative and imaginative timetabling, off-campus and workplace provision, etc., need to be addressed in encouraging staff involvement and facilitating greater engagement from learners. Research by the Joint Information Systems Committee [28] highlighted through a series of case studies that the tangible benefits of integrating technology in program delivery can be categorized as (i) cost savings / resource efficiency, (ii) recruitment and retention, (iii) skills and employment, (iv) student achievement, (v) inclusion, (vi) widening participation and social equality, and (vii) other benefits. Some suggestions as to how this can be capitalized upon within higher education institutions are proposed in Table 3.



**Table 3.** Potential tangible benefits of e-learning within higher education

It is incumbent on management in higher education to make a strategic decision on the role of technology in the delivery of learning. If the strategic decision is to embrace technology in the delivery of learning, then budgets need to be dedicated to resourcing appropriately the technological infrastructure, support and training mechanisms, and appropriate rewards and recognition systems for staff involved in the programs.
