Blended Learning in Higher Education in

Canada: A Promising Practice

Kathleen Matheos Associate Dean Extended Education University of Manitoba matheos@umanitoba.ca

Overview of Topics

• Definition of Blended Learning

• COHERE report Blended Learning in Canada

• Findings

• Opportunities

• Challenges

• Moving Ahead

Defining Blended Learning

ContextAlmost all Canadian universities have some form of online

learning. CVU member institutions offered over 2,500 online degree courses in which students enrolled in 500,000 cr hrs in 2009-10. Allen and Seaman (2010): 70% of US universities

Sloan Foundation: Eight BL Conferences http://sloanconsortium.org/blended

Collaboration for Online Higher Education (COHERE): Five BL conferences http://cohere.ca

HRSDC Funded Report: Blended Learning in Canada (2011). http://cohere.ca

HRSDC Funded Report: Online University Education in Canada: Challenges and Opportunities (2011). http://cvu-uvc.ca

Canada's Collaboration for Online Higher Education and Research

COHERE website Map of Canada with member institutions http://cohere.ca/

Canada's Collaboration for Online Higher Education and Research

Research into BL Best Practice: Parameters of the 2011 Study 1. An overview of leading innovative practices in

blended learning.

2. A summary of current evidence on the effectiveness of such innovative blended learning practices.

3. An overview of the extent to which Canadian universities are adopting these practices.

4. A brief overview of the key barriers to the expansion of effective blended learning in Canadian universities.

Questions• In what ways are universities using digital technology to

deliver blended learning? • What are the most effective uses of digital technology to

deliver blended learning? • What are the most innovative blended learning practices in

Canadian PSE institutions and how do they influence/change teaching and learning?

• How does Canada compare with other countries in adoption of digital technology (with a focus on blended learning) in higher education?

• How is blended learning perceived and practiced in Canadian PSE institutions?

• What are the institutional benefits of these innovative blended learning practices? (e.g. economies of scales, cost savings, business cases)

• What are the most significant barriers to greater adoption of innovative use of blended learning in Canadian PSE institutions?

Overall Findings• Promising practice • Growth in research agenda • Evidence based• Individual/small group initiatives • Need for a strategic and organized approach • Best practices resulted in:

– Improved teaching and learning – Greater flexibility – Greater student satisfaction – Improved student performance – Optimization of resources– Confluence of literacies

Develop and Enhance

• Teaching and Learning • Flexibility and Access • Optimization of Resources • Digital Literacies • Global Graduate and Knowledge

Worker

Teaching and Learning

• Positive Experiences • Flexibility • Improved Performance • Improved Outcomes • Faculty Workload differed • Preference for balance between

online and f2f

Student Faculty and Institutional Benefits

• Flexibility • Best of both worlds• Transformative change in practice• Comfortable place in the

continuum for faculty • Generate savings

Barriers

• Human factor • Challenge rethink teaching and

learning • Absence of a clear institutional

definition and direction linked to strategic plans

• Results in inefficient use of resources

• Faculty recognition and support • Absence of a national policy on

BL/Online

Next Step

• Develop a strategic agenda• Led by senior administration but in

consultation • Implementation plan multi-

stakeholder• JUST DO IT • Evaluation/Revise

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Thank you