Journal of Blended Online Learning

This paper deals with one approach to increasing the use of blended education through faculty development based on the principles of cognitive apprenticeship. The first section reviews the current state of blended education, describes modes of faculty development, and enumerates the principles of cognitive apprenticeship. Next, it details one institution’s efforts to provide faculty development on the use of blended education using a cognitive apprenticeship approach. Finally, this paper presents research examining faculty participation in this effort in an attempt to provide guidance for future hybrid offerings that add blended instruction to the teaching repertoire of faculty.

•  http://www.rcetj.org/index.php/rcetj/article/view/8

The use of Information and Communication Technologies (ICT) is growing in Distance Education Institutions (DEI). ICT has contributed to effective learning for rural/urban, male/female, ethnic, and remote student groups. In Pakistan, tertiary education is generally restricted to those who can afford it in urban areas. In addition, recent accessibility studies in Pakistan have identified that most students do have access to a range of ICT devices, but with limited Internet access due to problems related to the national ICT infrastructure. An ICT equipped DEI can, however, deliver tertiary education with high levels of interaction to females and underprivileged ethnic groups living in rural and remote areas. Therefore, DEIs need to uncover suitable education delivery models. Blended learning models with multiple access methods for content development and presentation, teacher student interaction, and e-assessment are needed. Blended e-learning is relatively cost effective, and can provide quality education to distant students.Allama Iqbal Open University (AIOU) initiated e-learning in Pakistan about a decade ago, and the program has been continuously evaluated. Owing to its success and cost effectiveness, AIOU planned a major organizational change to incorporate ICT-based blended learning. In the present paper, these ICT-based access models for blended learning are described with multiple accessibility options to provide content delivery over TV, radio, Internet, and video conference-based communications. Progress to date is also highlighted.

• http://www.rcetj.org/index.php/rcetj/article/view/7

This paper describes how the Quality Matters (QM) and Community of Inquiry (CoI) frameworks can be applied at the program level to enhance curriculum development and maintain programmatic rigor when transforming traditional courses for the blended environment. The QM and CoI frameworks are summarized, and the application of these frameworks in the course design process is described. Explanations are provided of how the QM standards were applied to the design of individual courses to ensure the development of cognitive, social, and teaching presence in the transitioning of an entire master’s of educational leadership (EDL) program from face-to-face to blended delivery. The paper concludes with practical advice for others desiring to move into the blended arena.

• http://www.rcetj.org/index.php/rcetj/article/view/3