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Blended Learning in the Campus-Based University: A Case Study Exploring the Student Experience of Technology for Enhancing Learning
Abstract
The development of the term ‘blended learning’ in academic circles has been growing since 2004 when it first emerged as a sub-set of e-learning as noted by, among others, Conole who commented on the impact of technology in the student experience when she asserted that: ‘e-learning is now no longer a peripheral activity, the province of the isolated enthusiast, but is pervading Higher Education (HE), not just as an effective infrastructure for distance courses but blended with more traditional approaches on campus.’ (Conole & Fill, 2005). This chapter firstly explores the role and importance of blended learning from the student perspective in Higher Education and secondly, from the case study described below, identifies transcultural factors which contributed to the successful embedding of blended learning in a medium-sized UK institution.
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