Key issues of introducing blended learning in higher education

• Sulcic, Viktorija ^[1] ; Sirca, Nada Trunk ^[1] ; Purg, Peter ^[1] ; Lesjak, Dusan ^[1]
  1. [1] University of Primorska

     University of Primorska

     Eslovenia

     
• Localización: Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2005): Porto, Portugal, December 14-16, 2005 / Kinshuk Kinshuk (ed. lit.), Demetrios Sampson (ed. lit.), Pedro Isaías (ed. lit.), Luís Rodrigues (ed. lit.), Patrícia Barbosa (ed. lit.), Vol. 2, 2005 (Short Papers), ISBN 972-8924-05-4, págs. 449-454
• Idioma: inglés
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• Resumen

  • After years of research on ICT in education it had been decided at the Faculty of Management (FM) that, by way of a carefully applied experiment, online education was to be fully introduced into a single course -and still partly combined with face-to-face interaction. From the psychological as well as from the sociological perspective, the effects of the so-called blended learning, as investigated among all stakeholders, proved positive by and large. This encouraged further implementation of new teaching methods and enabled technologically as well as pedagogically significant shifts of stress in the conception of some ICT-related courses. Due to an (empirically well proven) overall success it was decided to continue with the introduction of e-learning, stepping up to five blended courses on graduate and post-graduate level in 2005/06 as well as further increasing the intensity and broadening the scope of research activities in the field.