Blended Learning Symposium: Three Key Dimensions of Blended Learning Readiness in Higher Education
Brief Abstract
With blended learning becoming the norm in higher education worldwide, understanding the dimensions that lead to blended learning readiness is essential. In this presentation, we will introduce three key dimensions of blended learning readiness: institutional readiness, instructor readiness, and student readiness. Additionally, we will discuss frameworks and instruments that provide insight into the dimensions of blended learning readiness. Finally, we will provide a context where new ideas and projects related to any of the key readiness dimensions can be shared.
This onsite and live-streamed session is available only to participants registered for the Blended Learning Symposium.
Presenters
Charles R. Graham is a Professor at Brigham Young University who studies technology-mediated teaching and learning, with a focus on the design and evaluation of blended and online learning environments. He also researches the use of technology to enhance traditional teaching and learning. His current research publications can be found online at: https://sites.google.com/site/charlesrgraham/
Dr. Tawnya Means is the Assistant Dean for Educational Innovation and Chief Learning Officer in the Gies College of Business at the University of Illinois Urbana-Champaign. Prior to this role, Tawnya served as the Assistant Dean and Director of the Teaching and Learning Center for the College of Business at the University of Nebraska-Lincoln and the Director of the Teaching and Learning Center at the Warrington College of Business at the University of Florida, leading teaching and learning support and providing faculty development programs and resources for instructional innovation and adoption of pedagogical best practices. With 20 years of experience in higher education, course design, and educational consulting, Tawnya has also taught courses in entrepreneurship, strategy, technology, and leadership in remote teams. Dr. Means received her B.S. in Education, M.S. in Educational Technology, and Ph.D. in Information Science and Learning Technologies with an emphasis on learning systems design, all from the University of Missouri. She completed the AACSB Post-doctoral bridge program in Management and Entrepreneurship at the University of Florida. Her research interests are in online and blended learning, active learning, learning space design, technology for teaching, access to digital learning resources, and faculty preparation to teach. She has long been a leader in campus initiatives and committees and actively presents at conferences and other institutions and organizations on technology-enhanced learning.
Extended Abstract