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Using the Community of Inquiry framework, the study addressed two questions: preliminary impacts of a BLI on student learning, and lived experiences of students, professors, and administrators within a university-wide BLI. Findings suggest higher retention in blended courses versus traditional ones, with no significant campus-wide grade differences. 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Stakeholders’ viewpoints differed on motivation factors and support mechanisms.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596136,1792161130,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 11 | Issue 3 | Article 9 |\n| --- | --- |\n| Winter 12-31-2020\u003Cbr>Institutional Adoption of Blended Analysis of an Initiative in Action\u003Cbr>Jovan Groen\u003Cbr>University of Ottawa, [Jovan.Groen@uottawa.ca](Jovan.Groen@uottawa.ca)[ ](Jovan.Groen@uottawa.ca)Shehzad Ghani\u003Cbr>University of Ottawa, [sghani@uottawa.ca](sghani@uottawa.ca)[ ](sghani@uottawa.ca)[Aline Germain-Rutherford](Aline Germain-Rutherford)[ ](Aline Germain-Rutherford)University of Ottawa, [agermain@uottawa.ca](agermain@uottawa.ca)[ ](agermain@uottawa.ca)Maurice Taylor\u003Cbr>University of Ottawa, [mtaylor@uottawa.ca](mtaylor@uottawa.ca)\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotl-rcacea.2020.3.8288](https://doi.org/10.5206/cjsotl-rcacea.2020.3.8288) | Learning: |\n\nRecommended Citation  \nGroen, J., Ghani, S., Germain-Rutherford, A., & Taylor, M. (2020) . Institutional adoption of blended learning: Analysis of an initiative in action. The Canadian Journal for the Scholarship of Teaching and Learning, 11(3). [https://doi.org/10.5206/cjsotl](https://doi.org/10.5206/cjsotl)rcacea.2020.3.8288  \nInstitutional Adoption of Blended Learning: Analysis of an Initiative in Action  \nAbstract  \nThis instrumental case study explored some preliminary impacts of a 7-year blended learning initiative (BLI) at a medium sized Canadian university on student learning. Building on the Community of Inquiry (CoI) framework, two research questions directed the investigation: (1) What are the preliminary impacts of a BLI on student learning? (2) What are the actual lived experiences of students, professors, and administrators in a university-wide BLI? Preliminary impacts reveal that student retention appears to be greater in blended courses as opposed to traditional ones, and no significant differences were observed for student grades in the campus-wide roster of courses. Both students and instructors shared that an intentional synergy of in-class instructional practices and online activities added value to a course and had a positive impact on student learning. The viewpoints ofthe three key stakeholders were very different concerning themes such as motivating factors and mechanisms for support; these themes need to be taken into account and weighted carefully.  \nCette étude de cas instrumentale explore certains des effets préliminaires sur l’apprentissage des étudiants et des étudiantes d’une initiative d’apprentissage hybride sur une période de 7 ans dans une université canadienne de taille moyenne. S’appuyant sur le cadre des enquêtes communautaires, deux questions de recherche ont dirigé l’enquête : (1) Quels sont les effets préliminaires de l’initiative d’apprentissage hybride sur l’apprentissage des étudiants? (2) Quelles sont les véritables expériencesvécues par les étudiants et les étudiantes, les professeurs et les professeures, ainsi que les administrateurs et les administratrices, dans une initiative d’apprentissage hybride à l’échelle del’université? Les effets préliminaires révèlent que la rétention des étudiants et des étudiantes semble être plus importante dans les cours où l’on pratique l’apprentissage hybride par rapport aux cours où l’apprentissage est traditionnel, et aucune différence notoire n’a été observée en ce qui concerne les notes des étudiants et des étudiantes dans toute la liste des cours offerts sur le campus. Tant les étudiants et les étudiantes que les professeurs et les professeures ont déclaré que la synergie intentionnelle des pratiques d’instruction en salle de classe ainsi que les activités en ligne avaientajouté de la valeur au cours et avaient eu des effets positifs sur l’apprentissage des étudiants et des étudiantes. Les points de vue des trois parties prenantes principales étaient très différents concernant les thèmes tels que les facteurs motivants et les mécanismes de soutien. Ces thèmes do","cbCaisivKnuxzMh9","https://ap.wps.com/l/cbCaisivKnuxzMh9","pdf",325502,"English","# Abstract\n## Research questions\n## Definition and scope of the initiative\n## Methodological approach\n## Preliminary impacts and stakeholder experiences","[{\"question\":\"What preliminary impacts did the study observe for blended learning on student learning?\",\"answer\":\"The study found student retention appears greater in blended courses compared with traditional ones, while no significant differences were observed in student grades across the campus-wide course roster.\"},{\"question\":\"How did the initiative define blended learning and what did it include?\",\"answer\":\"Blended learning was defined as replacing 20–80% of in-class hours with interactive online learning activities. The initiative included funding for course (re)design, pedagogical and technical training and support, and tools and resources for course design.\"},{\"question\":\"What did students, instructors, and administrators report about the blended learning experience?\",\"answer\":\"Both students and instructors reported that an intentional synergy of in-class instructional practices and online activities added value to courses and positively affected student learning. Stakeholders’ viewpoints differed on motivation factors and support mechanisms.\"}]","Institutional Adoption of Blended Learning - Analysis of an Initiative in Action | PDF",1792082507,48]