The purpose of this research is: An investigation of student and teacher's perceptions of Blended learning at an Inner London Further Education college (ILFEC), and
1.2: Research's objectives:
- The investigation will centre on the challenges -presented to the ILFEC by Ofsted (2012) - of reversing falling UK productivity, by increasing their organisational emphasis on teaching, learning and assessment.
- The study will examine how an organisation could refocus its current paradigm to reflect what the research denotes as a Blended Learning culture.
- Lastly, the research will provide some recommendations for delivering effective Blended Learning.
1.3: Intervention
The intervention (action taken to improve area of research) activity of this article centres on an action-reflection ‘cycle’; through a process of planning, action and reflection upon action involving the gathering of evidence about blended learning practice at the ILFEC. Specifically, the conducting of (quantitative and qualitative surveys) research on: students', teachers' and decision-makers' perceptions of Blended Learning at the ILFEC.
1.4: Principal Outcome
The main outcome of the research will be to triangulate all the stakeholders’perceptions of Blended learning at the college; consequently demonstrating ILFEC’s organisational capabilities to delivery effective Blended Learning Courses.
1.5: Summary
The article wiil concluded by reflecting on the results of the surveys and by suggesting some recommendations for delivering effective Blended Learning: in the form of “Advance Teacher”participation and the application of a Dual Professional - Continuous Personal Development (CPD) - model.
The main outcome of the research will be to triangulate all the stakeholders’perceptions of Blended learning at the college; consequently demonstrating ILFEC’s organisational capabilities to delivery effective Blended Learning Courses.
1.5: Summary
The article wiil concluded by reflecting on the results of the surveys and by suggesting some recommendations for delivering effective Blended Learning: in the form of “Advance Teacher”participation and the application of a Dual Professional - Continuous Personal Development (CPD) - model.
