Abstract
As a cross-institutional, cross-disciplinary, strategic initiative at Copenhagen Business School (CBS), Research in Blended Learning (RiBL) pursued a dual - research and development - goal of:
i. advancing the understanding of fundamental processes and practices underpinning technology-enhanced teaching and learning
ii. developing and testing practical applications, toolkits, and recommendations to inform and guide policy and practice of technology-enhanced learning and teaching at CBS and within higher business education and lifelong learning more broadly.
Supported by a generous endowment from Candys Foundation Denmark and match-funding provided by CBS, RiBL brought together over 30 faculty, researchers, and administrative staff from across CBS departments and central units to take forward its research and development programme in 2017-2024.
RiBL’s activities were structured into four broad themes:
Theme 1. Effects and outcome measures of blended learning
Theme 2. Changing roles of teachers and students
Theme 3. The future of higher education
Theme 4. Bridging higher education and emergent work practices.
The themes are described in Section 2, while their outcomes are presented in Section 4.
RiBL’s programme plan articulated 13 targets all of which were met or exceeded contributing to the production of original knowledge in all the four identified themes, as well as making a significant impact on how teaching and learning is seen and delivered at CBS (Section 5).
Key RiBL research outputs (Appendix 2) included:
• 16 scientific papers in high-impact international journals, including top AJG and Scopus Top 10% outlets
• 14 papers in international and national conference proceedings
• two major policy reports for an EU agency on skill development (Cedefop)
• four successfully defended PhD theses, with two remaining PhD theses planned to be completed by the end of 2024.
Several key implications for continuous enhancement of the quality of teaching and learning at CBS arise from RiBL (Section 6):
• to expand the conception of pedagogically-effective blended learning beyond the unidimensional blend of online and face-to-face teaching towards a multidimensional blend of authentic learning activities, authentic content, and authentic assessments; a blend of formal and workplace learning contexts; a blend of different places, times, and modes in which people learn; and a blend of technology tools to enable the integration of multiple blends within a course
• to rethink blended learning pedagogy and course formats to better bridge university education with learning in the workplace, in support of CBS’s strategy of lifelong learning and in response to the forthcoming dimensioning of higher education and Masters’ reform in Denmark
• to further explore and address the reluctance among faculty and students to experiment with new teaching and learning formats, by initiating additional research into situatedness of student and faculty learning and competence development
• to undertake regular and systematic assessment of faculty and student satisfaction and experiences with teaching and learning at CBS.
i. advancing the understanding of fundamental processes and practices underpinning technology-enhanced teaching and learning
ii. developing and testing practical applications, toolkits, and recommendations to inform and guide policy and practice of technology-enhanced learning and teaching at CBS and within higher business education and lifelong learning more broadly.
Supported by a generous endowment from Candys Foundation Denmark and match-funding provided by CBS, RiBL brought together over 30 faculty, researchers, and administrative staff from across CBS departments and central units to take forward its research and development programme in 2017-2024.
RiBL’s activities were structured into four broad themes:
Theme 1. Effects and outcome measures of blended learning
Theme 2. Changing roles of teachers and students
Theme 3. The future of higher education
Theme 4. Bridging higher education and emergent work practices.
The themes are described in Section 2, while their outcomes are presented in Section 4.
RiBL’s programme plan articulated 13 targets all of which were met or exceeded contributing to the production of original knowledge in all the four identified themes, as well as making a significant impact on how teaching and learning is seen and delivered at CBS (Section 5).
Key RiBL research outputs (Appendix 2) included:
• 16 scientific papers in high-impact international journals, including top AJG and Scopus Top 10% outlets
• 14 papers in international and national conference proceedings
• two major policy reports for an EU agency on skill development (Cedefop)
• four successfully defended PhD theses, with two remaining PhD theses planned to be completed by the end of 2024.
Several key implications for continuous enhancement of the quality of teaching and learning at CBS arise from RiBL (Section 6):
• to expand the conception of pedagogically-effective blended learning beyond the unidimensional blend of online and face-to-face teaching towards a multidimensional blend of authentic learning activities, authentic content, and authentic assessments; a blend of formal and workplace learning contexts; a blend of different places, times, and modes in which people learn; and a blend of technology tools to enable the integration of multiple blends within a course
• to rethink blended learning pedagogy and course formats to better bridge university education with learning in the workplace, in support of CBS’s strategy of lifelong learning and in response to the forthcoming dimensioning of higher education and Masters’ reform in Denmark
• to further explore and address the reluctance among faculty and students to experiment with new teaching and learning formats, by initiating additional research into situatedness of student and faculty learning and competence development
• to undertake regular and systematic assessment of faculty and student satisfaction and experiences with teaching and learning at CBS.
| Original language | English |
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| Place of Publication | Frederiksberg |
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| Publisher | RiBL, Copenhagen Business School |
| Number of pages | 52 |
| Publication status | Published - 2024 |