The world is changing through technology and this includes higher education, where ICT (Information, Communication and Technology) is helping to put students at the centre of the learning experience, allowing them to be in control of the process and providing them with a range of options to consume and share this educational content — using smart devices anywhere, anytime.
But the question is, will more technology in blended learning improve the blend or dilute the mix? How can we be sure that it is the right mix?
Today, with communications technology connecting people in so many ways, the possibilities of improving the blended learning ‘mix’ are growing by the day. Today, we are only seeing a glimpse of the future of higher education online learning. After all, it is still early days for the ICT-based blended learning approach.
Creating optimum mix
There is certainly increasing global demand for high quality Western-style university education from students who may not be able to come to campus for the full immersive experience. Reputable educational institutions (licensed, regulated, accredited and recognised) are certainly looking to engage more students and transnational education is a common feature amongst top universities and business schools.
Manchester Business School (MBS), the UK’s largest campus-based business school and an academic partner of Dubai International Academic City (DIAC) is globalising its MBA offering through part-time blended learning.
This unique approach is supported by local and regional executive centres in key locations around the world, including Dubai Knowledge Village (DKV), the home for learning and development in the region and advocate of blended learning.
Blended learning is gaining traction in business education perhaps aided by the fact that this mirrors the way global business is conducted — mobile workers and teams operating remotely and collaboratively, often in English, through audio and videoconferencing, webinars, etc. It is, therefore, a familiar medium for multinationals and business people.
In fact, the first online learning attempts failed as the limitations were quickly realised but the advantages of cost/convenience were recognised; ‘blended’ — using ICT tools to deliver learning opportunities and complement face-to-face contact — quickly gained ground as a viable alternative. Contact time with faculty and peers is still highly prized. The part-time Global MBS programme guarantees a minimum of 250 hours face-to-face contact time with faculty, which is close to the contact time offered by some full-time campus-based MBA programmes.
Harnessing technology
This truly blended model with a localised support centre operating from a regional business/education hub has worked very well for MBS, creating a physical focal point for blended learning opportunities for all people.
Non-business undergraduate programmes may find it more difficult to adopt blended learning — although younger undergraduates are probably more comfortable with technology than the faculty.
So, if ICT is making the world ‘a village’, shouldn’t there be a ‘global village classroom’? Is this the role that massive online open courses (MOOCs) can play?
In a world where information and knowledge is increasingly stored and shared online, where communities, workers, friends and family are increasingly bound together by technology/social media, and commerce and transactions are following, surely education can follow a similar path? Demand for international higher education grew by 99 per cent to 4.1 million students from 2000-2010. This represents an annual growth rate of 7.1 per cent.
MOOC is one approach that may be capable of delivering content to the world but with what results and impact, we do not yet know. As a phenomenon, MOOCs cannot be ignored. It may still be searching for a role but it demonstrates to the world that educational content can be delivered freely through the internet.
MOOCs may just be a part of the evolving and ongoing mix of blended learning. They may not be the ultimate answer to creating more affordable access to high-quality educational opportunities but they may be the beginning of the search for an effective way for education providers to harness the technology that now binds us all.
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Autor(en)/Author(s): Randa Bessiso
Quelle/Source: gulf news, 04.08.2013
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