This chapter reports a collective study of research–based evidence of experiences of academic staff adopting ICT-facilitated education and transitioning to blended learning practices in a regional Australian university. It analyses seven dimensions of blended learning environments that these teachers create and provides a valuable framework for practitioners, researchers and policy makers seeking to understand the transition to blended learning. This chapter examines ways of analysing and defining blended learning environments (BLEs) by focusing on the scope, nature, and purpose of the blend adopted by individual faculty across their courses. The chapter provides case examples of BLE dimensions and their basis for a professional development model to support staff in their transition to blended learning environments and can be used in successful institutional adoption of blended learning practices.
Wilson, G 2009, 'Case studies of ICT-enhanced blended learning environments and professional development of faculty' in E Stacey & P Gerbic (eds), Effective blended learning practices: evidence-based perspectives in ICT-facilitated education. IGI Global, Hershey, PA. ISBN: 9781605662961