**1. Introduction**

Blended learning is a term that broadly refers to the integration of online with face-to-face teaching [1]. It is an approach that has been found to result in high student satisfaction, better student performance and increased student motivation. Further, the advantages of blended

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learning include flexibility, self-pacing, and access as well as a solution to issues associated with large classes [1]. However, the adoption of blended learning in higher education tends to rely on repackaging traditional teaching approaches, rather than harnessing the potential of emergent online or eLearning pedagogies and technologies [2]. The effective integration of eLearning requires academics to rethink how they might transform traditional practices to embrace the affordances of new and emerging technologies and pedagogies. For universities it requires significant change and adaption to accommodate the impact of technology on learning [3]. This does not necessarily mean replacing old technologies but rather subtly changing how and when they are used [2]. Similarly, pedagogical progression is in relation to education theories and models [4]. Some illustrations of how technology and pedagogy might transition from traditional to emergent are outlined in **Table 1**.


**Table 1.** Illustrations of how traditional approaches to learning might transform in an online environment [2, 4].

Transformation and effective integration of eLearning not only require considerable realignment of pedagogy and assimilation of new and emergent technologies, it also involves a shift in the existing teaching culture. Some higher education teachers are reluctant to embrace the affordances of eTeaching and this has a detrimental impact on students' learning [5]. There are many reasons for this reluctance: (a) perceptions that online learning erodes teachers' status; (b) fear that teachers will be shown up as incompetent due to lack of ability and knowledge in basic technology; (c) lack of technological expertise; (d) resistance to change; (e) lack of incentives and rewards to facilitate eLearning; and (f) being overwhelmed by the rapidly changing technological environment [5–7]. Teachers' perceptions, attitudes and abilities in online teaching and learning are significantly linked to their utilisation of technology and integration of eTeaching approaches [3, 6]. Studies suggest that a current lack of research on academics' blended learning practices as well as the lack of appropriate professional development and support, are barriers to the adoption of eTeaching approaches [1, 6, 8].

Fear and uncertainty in eTeaching needs to be alleviated if transformation of pedagogy and adoption of new technologies is to be achieved. The literature suggests that this transformation can be initiated and progressed through strategic planning and initiatives that include:

• Professional development:

learning include flexibility, self-pacing, and access as well as a solution to issues associated with large classes [1]. However, the adoption of blended learning in higher education tends to rely on repackaging traditional teaching approaches, rather than harnessing the potential of emergent online or eLearning pedagogies and technologies [2]. The effective integration of eLearning requires academics to rethink how they might transform traditional practices to embrace the affordances of new and emerging technologies and pedagogies. For universities it requires significant change and adaption to accommodate the impact of technology on learning [3]. This does not necessarily mean replacing old technologies but rather subtly changing how and when they are used [2]. Similarly, pedagogical progression is in relation to education theories and models [4]. Some illustrations of how technology and pedagogy might

Transformation and effective integration of eLearning not only require considerable realignment of pedagogy and assimilation of new and emergent technologies, it also involves a shift in the existing teaching culture. Some higher education teachers are reluctant to embrace the affordances of eTeaching and this has a detrimental impact on students' learning [5]. There are many reasons for this reluctance: (a) perceptions that online learning erodes teachers' status; (b) fear that teachers will be shown up as incompetent due to lack of ability and knowledge in basic technology; (c) lack of technological expertise; (d) resistance to change; (e) lack of incentives and rewards to facilitate eLearning; and (f) being overwhelmed by the rapidly changing technological environment [5–7]. Teachers' perceptions, attitudes and abilities in online teaching and learning are significantly linked to their utilisation of technology and integration of eTeaching approaches [3, 6]. Studies suggest that a current lack of research on academics' blended learning practices as well as the lack of appropriate professional development and support, are barriers to the adoption

**Table 1.** Illustrations of how traditional approaches to learning might transform in an online environment [2, 4].

Computers, mobile phones, ipods, email, webbased resources, social networking, wikis, podcasts, content management and learning

Self-directed learning, co-authoring and networking, Communities of Practice, Connectivist approaches, creating wikis and blogs, fully online courses that are accessed anytime, anywhere, 'Guide on the side', academic role is one of instructor

management systems

Fear and uncertainty in eTeaching needs to be alleviated if transformation of pedagogy and adoption of new technologies is to be achieved. The literature suggests that this transformation can be initiated and progressed through strategic planning and initiatives that

transition from traditional to emergent are outlined in **Table 1**.

media (e.g. TV, photographs, movies), notetaking, word-processed documents,

transmission mode of teaching, behaviourism, cognitivist approaches, experiential learning, posting to discussion board, downloading content for face-to-face interaction, 'Sage on the stage', academic role is one of instructor

Technology Printed text, books, oral narration, visual

4 Global Voices in Higher Education

Pedagogy Drill and practice approach to learning,

**Traditional Emergent**

of eTeaching approaches [1, 6, 8].

include:


Given these recommendations for supporting eTeaching and eLearning transformation, this chapter presents a Framework designed to support, guide and inform learning and teaching transpiring in an online environment. The intention is for the framework to compliment University eLearning Strategic Plans and be of value and have applicability across the higher education sector. The focus of the Framework is centred on (a) the promotion of excellence in learning and teaching and guiding the development and administration of curriculum renewal, (b) pedagogical practice and the ongoing adoption and integration of educational technologies and (c) supporting innovative approaches to teaching and learning. This chapter describes the initiative that resulted in the Framework, the iterations that the Framework progressed through, and offers suggestions for how the Framework might be used at the individual, unit, and institutional levels.
