Year 2020, Volume 21 , Issue 4, Pages 1 - 13 2020-10-01


Elisabeth MCGEE [1] , Prerna POOJARY [2]

The adoption of a blended learning approach is increasing among higher education institutions with a significant amount of research that focuses on linear relationships. However, there is limited research on how the blended learning environment functions and interacts as a complex system. There is a need for more research that explores the relationships that exist within a blended learning environment using a system-based framework, such as the Complex Adaptive Blended Learning Systems (CABLS) framework. The purpose of this qualitative phenomenological study was to explore the perceived relationships that exist within the CABLS in a higher education blended learning environment. Interviews were conducted with the learner, teacher, institutional administrators, and learning support staff. A thematic analysis was used to identify themes to better understand stakeholder relationships within the CABLS framework. The results of this study seek to provide all stakeholders with a better understanding of the complex interdependent relationships within the CABLS framework to optimize a collaborative approach to blended learning.
Blended learning, higher education, complex adaptive systems, framework, stakeholders, relationships
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Primary Language en
Subjects Social
Journal Section Articles

Orcid: 0000-0002-4101-763X
Author: Elisabeth MCGEE (Primary Author)
Institution: Center for Innovative Clinical Practice University of St. Augustine for Health Sciences St. Augustine, FL, USA
Country: United States

Orcid: 0000-0001-5685-6383
Author: Prerna POOJARY
Institution: College of Public Health and Health Professions University of Florida Gainesville, FL, USA
Country: United States


Application Date : July 30, 2019
Acceptance Date : October 22, 2020
Publication Date : October 1, 2020

APA Mcgee, E , Poojary, P . (2020). EXPLORING BLENDED LEARNING RELATIONSHIPS IN HIGHER EDUCATION USING A SYSTEMS-BASED FRAMEWORK . Turkish Online Journal of Distance Education , 21 (4) , 1-13 . DOI: 10.17718/tojde.803343