**9. Proposed strategic deployment model**

If one considers the delivery of blended learning to include (i) e-learning content, (ii) virtual learning environment (VLE), (iii) instructor-delivered content, instructor support for students, (iv) student engagement, (v) student support, (vi) assessment and evaluation, and (vii) accreditation similar to a supply chain, the key strategic decisions that need to be made are with respect to what can be potentially outsourced, where collaboration may be possible, and what elements should remain in the domain of educational institutions.

One possible model of the redefined supply chain could be as outlined in Figure 1.

As technology has become ubiquitous, having the capacity to manage the IT infrastructure to support learning is an element in the delivery of learning that educational institutions should continue to develop a competency in house. Outsourcing content delivery and creation or collaborative approaches to develop content may result in potential saving for institutions. Educational institutions are best placed to support students, engage in the assessment of learning and accreditation of participants learning. This module is illustrated in Figure 2.

**Figure 2.** Proposed supply chain model for e-learning deployment

Socialization is a key reason for participants engaging with traditional models of education. It may be useful to construct a framework that will assist in deploying lifelong learning using technology. This framework, outlined in Figure 3, is constructed around four key parameters:


Source: Wall [35].

There should be a balance between online learning and traditional learning and between the participant and the relationship formed with the instructor as part of any module to be delivered. A change in any one of these parameters has consequences for any other elements of the framework. The emphasis on instruction method, the balance between online and traditional instructions, and the degree of directed and independent learning will change, based on the individual's learning preferences, the material to be learned, the skills, ability, and instructional methodology of the instructor and the prior experience of the individual.

Blended learning offers institutions the opportunity to engage in using technology in con‐ junction with traditional delivery to offer learning. The issue then becomes how to configure this blend? There are often clear differences between the various subject disciplines in terms of technological and pedagogical innovation and what appears well embedded in one subject area may be quite innovative in another. Institutions are challenged to identify appropriate strategies for the various subject discipline areas.

On the basis of detailed research carried out in Waterford Institute of Technology in Ireland, where the deployment of a blended learning initiative was evaluated from both participants' and instructors' perspectives, a proposed framework for deploying lifelong learning is outlined in Table 5, identifying milestones, looking at key aspects of each milestone, suggesting possible activities to be undertaken to address the key aspects identified, and identifying the possible benefits as a result.

**Figure 2.** Proposed supply chain model for e-learning deployment

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

**1.** Participants

**3.** Online learning

Source: Wall [35].

**4.** Traditional instruction.

**2.** The delivery of the instruction

**Figure 3.** Framework of parameters in blended learning

Socialization is a key reason for participants engaging with traditional models of education. It may be useful to construct a framework that will assist in deploying lifelong learning using technology. This framework, outlined in Figure 3, is constructed around four key parameters:

There should be a balance between online learning and traditional learning and between the participant and the relationship formed with the instructor as part of any module to be delivered. A change in any one of these parameters has consequences for any other elements of the framework. The emphasis on instruction method, the balance between online and traditional instructions, and the degree of directed and independent learning will change, based on the individual's learning preferences, the material to be learned, the skills, ability, and instructional methodology of the instructor and the prior experience of the individual.




**Table 5.** Proposed framework for deploying blended lifelong learning

**Milestone Aspect Key considerations Potential benefits**

work.

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

6 Agreed dates for

traditional delivery and program of work

commencement of the program

of participants

at the

7 ICT infrastructure

8 Provide adequate induction

9 Use of multiple

10 Plan in social

events

11 Creation of online resources

methods of communication with participants Attempt to integrate assessment with

Appoint a leader to coordinate the scheduling of assignments, dates for delivery of traditional instruction, and online instruction and collaboration.

Survey participant's ICT ability and infrastructure at both work and home. Consider including purchase of laptop or distribution of a CD with requisite course

material and software loaded.

Voice over IP communication Relevant software packages

Voice over IP communication

Library infrastructure / remote access

Email (both work and student email)

Informal get-together for meal or drinks events at commencement and throughout

Can be costly and staff delivering the program may not have the expertise to develop sophisticated online resources.

Develop guides Using of LMS

facilities

Mobile devices

the program.

LMS

Can encourage work-based learning.

Participants can plan both work and private life, as they are informed in advance, for the times when formal traditional instruction takes place.

Understanding of IT ability and infrastructure of the participants may help in tailoring some elements of the instructional methodologies to better meet participants' needs and

Less administrative and communication challenges once program is up and

Emails to work act as a reminder to

Voice over IP allows for collaboration and collaborative learning to take place. Use of video and audio presentations where appropriate can facilitate

Discussion boards or blogs can be an

circumstances.

running.

participants.

collaborative learning.

Breaks down barriers.

broken down.

opportunities.

are developed.

effective learning resource.

Participants may find it easier to contribute particularly in the online environment as barriers have been

Allows for further networking

Can enhance the learning experience when instructionally effective resources This framework builds on the literature review and analysis of the formal blended learning program in Waterford Institute of Technology (WIT). It is fundamental at the outset to appreciate the learning process. By acknowledging that learning is complex, instructors and educational institutions should be open to new ideas / increased flexibility. The use of a learning style profiling tool such as Kolb Learning Style Inventory can assist in making instructors aware that there are many learner types and plan for a variety of instructional strategies, ensuring the benefits of understanding the variety of learner types. Establishing the appropriate infrastructure and standards of delivery will ensure a minimum standard of consistency. This still recognizes that instructors may be at different levels of confidence and experience in the use of technology in the delivery of learning. It will also encourage instructors who gain confidence to become more sophisticated and advanced in their use of technology over time.

By agreeing the breakdown of classroom and online elements prior to the commencement of the program, instructors know what is expected and participants can plan how to integrate formal continuing professional development (CPD) into their work and personal life. It helps plan dates and times for traditional delivery in advance. By focusing explicitly on assessment at the outset, instructors can plan a coherent assessment strategy and an evenly distributed workload can be achieved. Recognizing the ICT infrastructure of the participants' highlights at the outset of any potential problems, allowing for these challenges to overcome/mitigate early during the program. This will help in providing an appropriate level of induction, ensuring a smooth delivery and administration of the program. The use of multiple methods of communication allows the integration of both asynchronous and synchronous communi‐ cations and also acknowledges the variety of possible learning styles as mentioned earlier. The usefulness of social events should not be underestimated. As regards breaking down barriers, it can help build community morale on the program.

Identifying the creation of online resources as a discrete milestone challenges institutions to take a strategic approach to deploying blended learning. Searching for new/novel methods to encourage active learning helps build on the experiential learning of the group and encourages a continuous search for new instructional approaches. Finally, recognizing the key role of staff will ensure the initial and ongoing level of success or otherwise of the blended approach.

### **10. Conclusion**

Current methods of working in educational institutions will be difficult to sustain in an environment where (i) the funding to institutions is reducing, (ii) demand for services is increasing, (iii) the demographics of students are changing, (iv) students are becoming more technologically literate and demanding, (v) the requirements to broaden access are growing, and (vi) there is an increasing need to provide flexible lifelong and work-based learning opportunities while maintaining the reputation for excellence in teaching, innovation, and research.

As funding mechanisms continue to change and rapid advances in ICT continue to transform the way education is delivered, developing a framework to deploy learning to address the diverse learning needs of future learners presents many challenges to higher education. The adoption of ICT to support and facilitate the development of educational programs can be at various stages of the technological adoption cycle in higher education. In many cases, it remains unknown and as such carries significant risk in terms of costs if not deployed successfully. Higher education institutions are under pressure to find new strategies and delivery models to enhance student learning. There is no unique formula to apply for the successful development and delivery of blended learning. Deploying blended learning is a complex and demanding undertaking from pedagogical and technological perspectives, which places new roles and responsibilities on both the participant and the instructor. Recognizing the rapidly changing landscape of education challenges, leaders in higher education institutions need to respond in a proactive manner. The frameworks proposed in this paper are put forward as a "roadmap" that may assist institutions plan the "route" to further integrating technology in both curriculum development and delivery.

#### **Author details**

John Wall\*

Address all correspondence to: jwall@wit.ie

Waterford Institute of Technology, Waterford, Ireland
