This strategic partnership is about introducing innovation in higher education by the implementation of blended learning (b-learning) in the partnership and beyond. The partnership consists of frontrunner universities in b-learning European wide for full expert representation. They will create a reference model for developing and implementing blended learning, embracing all levels of an institution: the design of the blended course, organisational aspects such as staff support and training, and institutional leadership, developing policies and strategies making the institution continuously innovative. It is a maturity model with criteria and instruments to assess the degree of maturity of b-learning and innovation. Connected with this is a framework for change, based on progress markers related to stakeholder-focused outcomes. Internal stakeholders are learners, teaching staff, teaching and learning departments, technology departments and university leadership. External stakeholders, influencing practices and policies in universities: governments, European university networks and the EU level. The concept of blended learning itself is far from clearcut. The literature spans various definitions and meanings, e.g. ”the thoughtful integration of conventional and digital methods of teaching and learning” (Graham, et al., 2013). It is agreed that the digital is not a supplement and does not simply replicate aspects of the conventional – each should enhance the other. Blended learning combines conventional and digital methods to achieve an “optimal exploitation of ICT and internet” integrated with the conventional technologies of physical material, and co-presence in space and time. The value of blending the two is that digital methods offer much greater personalization, flexibility, inclusiveness and efficiency than conventional methods can, but they have to be used appropriately (Laurillard, 2015). This matters, because universities face challenges as keeping quality with large student numbers and lower budgets per learner, supporting study progress and success and meeting the needs of part-time students. Innovation by b- learning will lead to quality enhancement of the learning experience, personalization, accessibility, flexibility and inclusion. Furthermore b-learning is suitable for teaching large groups synchronously and asynchronously; constituting small learning groups; capitalizing on the worldwide connection with research; multi-campus education and blended mobility, etc. Hence, b-learning plays a role in solving problems teachers and leaders face. Also, they enrich institutional concepts on learning (e.g. the “guided independent learning” or “active learning” models), as well as institutional policies for teaching and learning. Furthermore, it can contribute to solutions related to scalability and cost-effectiveness in higher education. B-learning pratice is increasing, primarily because of the ubiquitous presence of digital technology and the increase in the digital skills of both students and teachers. EUA studies revealed that a majority of HEIs have established blended learning courses and programs. But, more than half of the institutions applied b-learning in 'some' faculties or by 'individual teachers' (Gaebel, Kupriyano and Morais; Sursock (2015). However, the Changing Pedagogical Landscape study made clear that even within frontrunner institutions only 20% or less of the courses are blended. Moreover, many course models used just replicate face to face courses or don’t meet the requirements of high quality course design. A preliminary force field analysis was done within the partnership with regard to innovation by implementing b-learning. Positive factors for succeeding b-learning implementation were: the strong presence of digital technology at universities and digital skills of students and teachers; strong learning environments; good practices in b-learning, although incrementally dispersed; the experience with MOOCs; the need for enhancing quality for large student numbers of students; the need for covering all types of learning; where applicable a strong institutional leadership. These positive factors are important for anchoring change processes. Negative factors were: academic culture not in favor of innovation; attitudes of students and staff towards online learning; leadership not engaged for innovation by b-learning; no policies, strategies, concepts, frameworks; mis-conceptions on blended/online teaching; low awareness of innovative pedagogies; b-learning competences of staff not enough developed; no adequate solutions for the changing workload of staff; partial innovations only; no incentives for career development; no substantial budget; weak governmental strategies. Partner institutions are engaged, but developments are going slow and efforts are dispersed and not systemic enough. The project will contribute to a deep change within the partnership and beyond.
The EMBED strategic partnership is established by the European Association of Distance Teaching Universities (EADTU, coordinator), KU Leuven (Belgium), Delft University (the Netherlands), Aarhus University (Denmark), the University of Edinburgh (United Kingdom), Dublin City University (Ireland) and Tampere University of Applied Sciences (Finland). The coordination is in the hands of EADTU, the European institutional network of leading universities in online, open and distance education. During a period of three years (2017-2020), experts in the field of blended and online learning worked closely together to achieve objectives related to the introduction and sustainable implementation of blended education in European universities. The consortium has created the European Maturity Model or Blended Education (EMBED) which is a reference framework entailing dimensions, guidelines and instruments to assess and improve the degree of maturity of blended education and innovation in higher education institutions. The model is embracing all levels education: blended course and programme design; institutional policies, strategies, framework conditions making the institution continuously innovative; and governmental policies related to digital higher education. The maturity model offers a framework for innovative change, addressing internal stakeholders like learners, teaching staff, teaching and learning departments, technology departments and university leadership, and also targeting external stakeholders like governments, European University alliances (EUI) and networks and the EU. The EMBED model is based on a thorough research and innovation review, coordinated by KU Leuven, related to concepts and theories on blended teaching and learning and its educational conditions and contexts. Also, dozens of interviews with educators and management of the EMBED partners were performed. Based on this research, the dimensions of the maturity model was compiled. In the period from December 2018 until July 2019, the dimensions are validated by experts European-wide in a Delphi study. All experts had multiple years of experience with blended education. Experts reached consensus regarding the dimensions and indicators of the maturity model. This validation was coordinated by the University of Delft, which also developed guidelines to improve maturity. The Consortium has developed a, EMBED MOOC “Making blended learning work”, coordinated by the University of Edinburgh and delivered on the FutureLearn platform for the continuous professional development of staff and leadership implementing blended education. The MOOC deals with emerging theories and practices of blended learning and the EMBED maturity model, its instrumentation and guidelines for improvement. After two interactive runs, the MOOC is continuously available on FutureLearn as a self-paced online course. Finally, the consortium has developed recommendations for institutional, governmental and EU leadership, based on the framework conditions needed for the implementation of blended education and on expectations of institutions expressed during interviews and project events. EMBED defines blended learning as “the deliberate combination of face-to-face and technology-based modes of teaching and learning”, achieving an optimal exploitation of ICT and internet integrated with the conventional technologies of physical material, and co-presence in space and time. The value of blending the two is that digital methods offer much greater personalization, flexibility, inclusiveness and efficiency than conventional methods can, but they have to be used appropriately (Laurillard, 2015). This is important, because universities face challenges as keeping quality with large student numbers synchronously and asynchronously and lower budgets per learner, supporting study progress and success and meeting the needs of part-time students. Innovation by blended education will lead to quality enhancement of the learning experience, flexibility and inclusion. This is even more relevant after the COVID-crisis, which the large-scale implementation of digital learning has accelerated, in which the blended learning approach plays a crucial role next to synchronous hybrid (eg virtual classrooms) and asynchronous online distance teaching and learning. The EMBED model is a framework which can be used to understand conceptual or implementation issues regarding blended education. It indicates which dimensions are relevant for teaching staff and support services, but also institutional leaders and policy makers. It aims to help, inspire and guide anyone who wants to implement or improve digital education in higher education. The dimensions and indicators help to assess and improve maturity at all levels.