Blended Learning: Exploring the Framework of Complex Adaptive Blended Learning Systems in Higher Education
Concurrent Session 2
This poster session will discuss research that explores key stakeholder roles and relationships that exist within the higher education blended learning ecosystem. The findings may serve as a guiding force to drive institutions to adopt more dynamic, integrated, and collaborative blended learning environments.
Session Learning Objectives
- Explore how stakeholders (e. g. teacher, learner, IT support, administrators, etc. ) perceive their roles within a blended higher education setting.
- Discover how the dynamic roles of the following CABLS framework subsystems: teacher, learner, institution, learning support, technology, and content interact with one another to create a rich digital learning ecosystem.
- Explore how a guiding framework may allow stakeholders to understand the complex, dynamic and collaborative relationships within a blended learning environment.
The adoption of a blended learning approach is increasing among higher education institutions, however there is limited research on how blended learning functions as a complex system. There is a need for more research focused on how system-based frameworks, such as the Framework of Complex Adaptive Blended Learning Systems (CABLS), can be applied to practice. This session will discuss research that explores key stakeholder roles and relationships that exist within the higher education digital learning ecosystem. These findings may serve as a guiding force to drive institutions to adopt more dynamic, integrated, and collaborative blended learning environments.
The purpose of the session will be to discuss our qualitative phenomenological study that explores the relationships that exist between the subsystems of the Framework of Complex Adaptive Blended Learning Systems (CABLS) and how they impact the blended learning ecosystem within a higher education setting. Interviews were conducted in 2017 with several stakeholder groups including learners, teachers, institutional administrators, and learning support staff. Using NVivo software, data was coded, and themes emerged that gave a rich understanding of how stakeholders perceived their roles and relationships within a blended learning ecosystem. The results of this study will provide all participants and stakeholders with a better understanding of the complex and dynamic roles and relationships within the framework. Through understanding these roles and relationships, institutions can create more collaborative and interconnected digital learning ecosystems. Researchers will have a better perspective on the webbed relationships with a blended learning environment that may serve as a catalyst for more inclusive and collaborative research.