Blended learning pedagogy: How docs it work at distance higher education

Darojat, Ojat and Puspitasari, Susy (2015) Blended learning pedagogy: How docs it work at distance higher education. In: 26th ICDE World Conference, 14-16 Oktober 2015, Sun City, Afrika Selatan.

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Abstract

This paper is a study of academic support in ODL, involving three universities in Southeast Asia, STOU Thailand, ABOU Malaysia, and UT Indonesia. The purpose of this study is to understand the issues related to the implementation of blended-learning pedagogy. Existing theories in DE specifically interaction and communication theory proposed by Holmberg (1995), autonomy and independence theory based on the work Wedemeyer ( 1981) and Moore (1994) and community of inquiry (Col) model contributed by Garrison, Anderson, and Archer (2000) are detected to provide a general picture on how practices in teaching-learning provisions and DE theories may inform each other. Qualitative case study was employed to optimize my understanding of the blended learning phenomena gathered through semi-structured interview and documentary analysis. Whilst there operated in different educational settings and, these three universities shared similarities. They have developed blended learning pedagogy to promote students' learning classified into three dimensions: printed learning materials, f2r sessions, and online learning. Printed materials. however, may be identified as a major one and online learning have been regarded as strategic policies for further development. They have been equipped with their VLE; the use of VLE helped these universities to provide two-way traffic communications. They have been involved in developing internet-based instruction to widening access and to meet challenges for better future.

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