Lessons learned from early adopters of blended and online learning
DOI:
https://doi.org/10.14297/jpaap.v9i2.488Keywords:
e-learning, blended learning, MOOC, online-distance learning, micro-credentialAbstract
In 2013, the University of Glasgow published an e-learning strategy, setting out a vision for the University’s digital education delivery between 2013 and 2020. The strategy’s aim, in part, was the creation of personalised, interactive and feedback-rich courses, and staff were noted as key enablers of the strategic priorities. As a result of this strategy, several initiatives were developed, including the creation of massive open online courses (MOOCs), the implementation of the Blended and Online Learning Development (BOLD) project, which led to the creation of fully online PGT masters programmes, blended Undergraduate courses, and eventually, the creation of a Digital Education unit. More recently, micro-credential courses have been developed, which bridge the gap between MOOCs and full online accredited programmes. Finally, in 2020, the COVID-19 pandemic led to the rapid pivot to remote teaching. In this article, we describe the roles, challenges and opportunities of early adopters in a number of these initiatives across the University, giving a reflective account of our lessons learnt and recommendations for staff involved in similar initiatives.
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