Definition and aimsBlended learning is the integration of educational technologies3 with face-to-face teaching to enhance the student learning experience.

The aims of blended learning at USC are to:

• increase flexibility of access to, and participation in, formal and informal blended learning experiences;• assist students in being better prepared for, and active participants in, face-

to-face sessions;• enhance communication with students, particularly in relation to

assessment and feedback; • increase learning networks as students engage, interact, collaborate and

communicate; and• embed the affordances of educational technologies in curriculum design,

specifically relating to learning, teaching and assessment practices.

The University’s Top Level Plans affirm USC’s investment in the development of institutional capacity and student and staff capability in blended learning. 4

Technology enhanced learningThe University’s Learning Management System (LMS) is a collection of integrated tools that provides a platform for delivery and collaboration, student communication, assessment and feedback, and access to learning resources. The University’s LMS – which has Blackboard as its core – offers a range of functionality such as interactive tools (blogs, wikis, discussion boards, journals, podcasts), virtual classrooms, lecture recording and other audio-visual technologies, ‘mash-ups’ (youtube, flickr, slideshare), online submission of assessment and provision for feedback.

A blended learning continuumThe way in which educational technologies are integrated into the program and course design will vary according to the needs of learners, the specific learning outcomes, the discipline area, and the nature of knowledge construction and application in that discipline. Within this framework, the integration of face-to-face learning and teaching approaches with educational technologies can serve various purposes along a blended learning continuum, as shown in Figure 1 (Gonzalez, 2010; Ellis et al, 2006; Lameras et al, 2012; Lameras et al, 2008).

Responsibility for blended learningAdvancing blended learning at USC involves all staff, students and members of university decision-making and advisory bodies. In particular:

• Academic Board: Strategic governance of blended learning curriculum and pedagogy matters, through the Learning and Teaching Committee;• ICT Governance Committee: Governance of blended learning operational

and technical matters, supported and informed by the Learning Management System Application Support Group (LMS-ASG); • Office of Learning and Teaching and Information Technology Services:

Management of blended learning educational and technical aspects, respectively; often in collaboration because of the interconnectedness between the two aspects;• Academic staff members: Responsible for creating and maintaining

effective blended learning environments in programs and courses; and• Blended learning support staff: Establishment of a blended learning support

staff model that incorporates and integrates University level and Faculty level support and resourcing to advance blended learning at USC.

Blended learning prioritiesIn accordance with USC’s Strategic Plan 2011-2015 and the related Top Level Plans, the blended learning priorities are:

• embedding the affordances of educational technologies to enrich the student learning experience, specifically relating to:• advancing graduate attributes within the curriculum;• modelling all graduate attributes, and explicitly demonstrating the

generic skills of communication, collaboration and applying technologies in course and program learning design;• integrating collaborative tools for student-to-student, student-

to-teacher and student-to-content interaction, engagement and knowledge generation; • aligning learning, teaching and assessment practices; and • advancing the use of mobile devices for learning.• supporting all staff to achieve the minimum standard for blended learning

provision through the Learning Management System (LMS);• increasing functional and learning design support for courses and programs

in the LMS;• implementing the Collaborative Futures Project for blended and simulation

learning in Nursing and the Tertiary Preparation Pathway;• developing protocols for pedagogically sound blended learning experiences

in a multi-site context;• scoping and implementation of an ePortfolio solution; • developing and implementing systematic quality improvement mechanisms

for blended learning; and• developing and implementing the series of Blended Learning Good Practice

Principles to underpin and guide the integration of blended learning approaches in to learning and teaching practice.

1 Note: This document replaces the Statement on eLearning issued by the Deputy Vice-Chancellor in 2007.2 The educational literature uses terms interchangeably, such as blended learning, flexible learning, online learning, and eLearning. At USC, blended learning is the chosen nomenclature.3 Educational technologies include, but are not restricted to, information and communication technologies (computers and networks, mobile devices, video conference and multi-media, including

audio/visual and online production) and learning and teaching spaces.4 Blended learning is referenced in the Enable Access to the USC Experience Plan (Strategic Priorities 2 and 5), the Teaching Learning and Graduate Outcomes Plan (Strategic Priority 2) and the

Develop USC for a Sustainable Future Plan (Strategic Priority 4).

USC STATEMENT ON BLENDED LEARNING 20121 This document is a formal statement of the University’s position on blended learning.2 The purpose of this statement is to articulate an institutional understanding of blended learning at the University of the Sunshine Coast (USC).

ReferencesEllis, R.A., Steed, A.F. and Applebee, A.C. (2006). Teacher conceptions of blended learning, blended teaching and associations with approaches to design. Australasian Journal of Educational Technology,

22(3), 312–35.González, C.(2010). What do university teachers think eLearning is good for in their teaching?,Studies in Higher Education, 35(1), 61—78. doi: http://dx.doi.org/10.1080/03075070902874632.Lameras, P., Levy, P., Paraskakis, I., & Webber, S. (2012). Blended university teaching using virtual learning environments: conceptions and approaches. Instructional Science, 40(1), 141-157Lameras, P., Paraskakis, I. And Levy, P. (2008). Conceptions of teaching using virtual learning environments: Preliminary findings from a phenomenographic inquiry. Paper presented at the 6th

International Conference on Networked Learning, Thessaloniki, Greece.

Figure 1: University of the Sunshine Coast Blended Learning Continuum

BLENDED LEARNING CONTINUUMEach step in the continuum builds on the information in the previous step

…Blended Learning ContinuumBlended learning provides opportunities for students to engage in discussing, debating, developing understanding, reflecting and building knowledge, integrating face-to-face and technology mediated interactions. The blended learning continuum recognises the use of technologies for learning and teaching is not a one size fits all. Rather, the effective integration of educational technologies is fit-for-purpose. Program and course design that takes a blended learning approach will be situated at different points along the continuum depending on the underlying aims and outcomes of the curriculum, learning and teaching processes and spaces, and the needs of students.

...to provide information to students[information transfer]Blended learning tools convey administrative and academic information. The online information includes the course outline, assessment information, lecture notes, websites with relevant discipline information, and library resources. Marks and grades are communicated using the Grade Centre. Students utilise online materials or resources to supplement the face-to-face learning experience.

This is the minimum standard for all courses.

... for online communication[clarification of concepts]Blended learning tools provide an interactive space where students can ask questions of teachers or other students. Similarly, teachers can make course announcements. It opens channels for students to access their teachers and peers outside the classroom environment, extending opportunities to exchange and develop ideas, and problem solve.

...for engaging students[application of concepts]Blended learning tools facilitate online interaction to promote high-level engagement among students. Blended learning provides a space where students can analyse, apply, theorise and reflect as a means to develop their own understanding and learning. This category requires structured learning episodes as a medium for engaging in communication, collaboration and knowledge building.

...for knowledge construction[development of concepts]Blended learning tools provide a platform for students to work collaboratively. Learning episodes are intentionally designed to facilitate knowledge creation, using technology to access and critque content, facilitate communication, and foster collaboration and engagement. The role of the teacher is to design blended learning environments that offer creative opportunities for students to construct, present and disseminate knowledge as part of assessment and other learning contexts.