Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.713715
Title: A qualitative evaluation of the 3C model as an approach for blended (e)Learning institutional change
Author: Duffy, Peter Dominic
Awarding Body: Middlesex University
Current Institution: Middlesex University
Date of Award: 2017
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Abstract:
This research describes the implementation of a strategic institutional project at the Hong Kong Polytechnic University in the area of eLearning, and the qualitative evaluation of this project’s model as an approach for blended (e)Learning institutional change. The project was entitled, “3C: A strategic approach to enabling, integrating and enhancing blended (e)Learning within an institutional framework”, and the model used was three concurrent foci of collaboration, community and context (3C’s). This study used a qualitative practitioner / researcher case study approach to evaluate the 3C model, utilizing data drawn from interviews conducted at the completion of the project with a group of 16 eLearning Advocates (eLAs). The interviews with the eLAs were chosen to be the focus of this research as they had the most consistent and lived experience of the 3C model (as implemented via the project deliverables across 2 years). The key research question being: “What are the qualitatively different ways the eLearning Advocates perceive the 3C model as an approach for blended (e)Learning institutional change”? These differences in perception identified as a lens through which to evaluate the 3C model. The eLA interviews provided situational vignettes through which the practitioner / researcher explored the rich sources of data and feedback on the 3C model. These vignettes were categorized within a narrative around three factors related to blended (e)Learning institutional change. These factors were: considerations of broad structural aspects (Renovation), feedback on specific aspects of the 3C project (Revolution) and the unexpected factors that had not been considered as part of the project (Revelation). The examination of these contributed to a greater and more nuanced understanding of the 3C model as a model for institutional blended (e)Learning change and identified 11 recommendations for further consideration. It is envisaged that the outcomes of this research are useful to intuitions considering implementing similar strategic initiatives in the area of blended (e)Learning and has assisted the researcher in refining his own practice.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Prof.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.713715  DOI: Not available
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