of the expectations and needs of existing students, as learners may become “some disenfranchised in such processes by their inability to adapt to the changes or in their prior learning preferences”. The literature highlights that it is the total experience of study at university that judgements of quality, motivates their engagement in learning, and “shapes students‘ optimises their (), and should incorporate flexible and relevant course design, retention” committed and responsive staff, efficient administrative support, and relevant and integrated assessment (). In a cautionary note, the findings from research by Hagel and Shaw () “call into question the migration by Australian universities towards more ICT-intensive, flexible forms of as students indicate that delivery did not outperform delivery” “web-based delivery on convenience, time-efficiency, and flexibility”. Blended learning/block intensive/hybrid mode In a change of direction for the University, most postgraduate students at the new University near Brisbane are enrolled in coursework programs that are now delivered via a learning and teaching model referred to as intensive or “block mode” “intensive workshop (). However, the description of this blended model is met with confusion on mode” the part of staff, prospective students and the general public as evidenced at recruiting functions and orientation sessions. The term blended learning is being used with increasing frequency in academic writing but there is considerable disagreement “closer scrutiny reveals regarding the meaning of the (). term” An alternative term, is defined as being of character; composed of hybrid, “mixed different (), and blended is defined as or harmonious part of a elements” “an unobtrusive greater (). Blended learning has been described as a hybrid instructional approach whole” combining aspects of e-learning and a traditional classroom environment () and defined as
of the expectations and needs of existing students, as “some learners may become disenfranchised in such processes by their inability to adapt to the changes or in their prior learning preferences”. The literature highlights that it is the total experience of study at university that “shapes students‘ judgements of quality, motivates their engagement in learning, and optimises their retention” (), and should incorporate flexible and relevant course design, committed and responsive staff, efficient administrative support, and relevant and integrated assessment (). In a cautionary note, the findings from research by Hagel and Shaw () “call into question the migration by Australian universities towards more ICT-intensive, flexible forms of delivery” as students indicate that “web-based delivery did not outperform delivery on convenience, time-efficiency, and flexibility”. Blended learning/block intensive/hybrid mode In a change of direction for the University, most postgraduate students at the new University near Brisbane are enrolled in coursework programs that are now delivered via a learning and teaching model referred to as “block intensive mode” or “intensive workshop mode” (). However, the description of this blended model is met with confusion on the part of staff, prospective students and the general public as evidenced at recruiting functions and orientation sessions. The term blended learning is being used with increasing frequency in academic writing but “closer scrutiny reveals there is considerable disagreement regarding the meaning of the term” (). An alternative term, hybrid, is defined as being of “mixed character; composed of different elements” (), and blended is defined as “an unobtrusive or harmonious part of a greater whole” (). Blended learning has been described as a hybrid instructional approach combining aspects of e-learning and a traditional classroom environment () and defined as
130417-Barrie-Todhunter-RS-REVIEW-v01%20BT.docx