[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-596543-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-596543-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","using-blended-learning-strategies-to-address-teaching-development-needs-how-does-canada-compare","Using blended learning strategies to address teaching development needs - How does Canada compare?","","Blended learning strategies for higher-education teaching centres aim to equip academics with knowledge, skills, and abilities to teach effectively with technology, yet whether the challenge is uniquely Canadian remains unclear. The study interviews teaching-centre leaders across Australia, Finland, Sweden, Denmark, Britain, Scotland, and the United States (n=31) to compare strategy use and outcomes. Findings indicate a value gap between academics and teaching-centre leaders regarding blended-learning-based teaching development initiatives.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/using-blended-learning-strategies-to-address-teaching-development-needs-how-does-canada-compare/596543/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/using-blended-learning-strategies-to-address-teaching-development-needs-how-does-canada-compare/596543.png","ImageObject",300,407,{"name":42,"@type":43},"Alexandar","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What does the study examine about blended learning strategies?","Question",{"text":62,"@type":63},"The study investigates whether participation difficulties in blended learning strategies for teaching development are unique to Canada and, if not, whether other countries’ approaches could inform more effective strategies.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Who were interviewed for the research, and how many participants?",{"text":67,"@type":63},"Teaching centre leaders in Australia, Finland, Sweden, Norway, Britain, Scotland, and the United States were interviewed; the sample size is n=31.",{"name":69,"@type":60,"acceptedAnswer":70},"What key finding emerges from the comparison?",{"text":71,"@type":63},"The data suggest a “value gap” between academics and leaders of teaching centres concerning teaching development initiatives that use blended learning strategies.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},596543,1792190308,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","CSSHE  \nSCÉES  \nCanadian Journal of Higher Education Revue canadienne d’enseignement supérieur Volume 43, No. 3, 2013, pages 19-35  \nUsing blended learning strategies to address teaching development needs:  \nHow does Canada compare?  \nHeather Kanuka & Liam Rourke University of Alberta  \nAbstract  \nThe provision of blended learning strategies designed to assist academics in the higher education sector with the knowledge, skills, and abilities required for effective teaching with technology has been, and continues to be, a challenge for teaching centres in Canada. It is unclear, first, whether this is an ongoing issue unique to Canada; and, second, if it is not unique to Canada, whether we might be able to implement different and/or more effective strategies based on what others outside Canada are doing. Teaching centre leaders in Australia, Finland, Sweden, Denmark, Britain, Scotland, and the United States (n =31) were interviewed to explore how their units used blended learning strategies. Findings suggest that, as in Canada, there is a “value gap” between academics and leaders of teaching centres regarding teaching development initiatives using blended learning strategies.  \nRésumé  \nLa disposition de stratégies d’apprentissage mixte conçues pour aider les instructeurs en enseignement supérieur à obtenir les connaissances, les compétences et les aptitudes requises pour enseigner de manière efficace avec les technologies a constitué un défi pour les centres d’enseignement du Canada, et continue de l’être. En outre, on ignore si ce problème récurrent est unique au Canada et, s’il ne l’est pas, s’il serait possible d’établir des stratégies  \nCJHE / RCES Volume 43, No. 3, 2013  \nUsing blended learning strategies to address teaching development needs / H. Kanuka, L. Rourke 20  \ndifférentes, ou plus efficaces, en fonction de ce qui se fait à l’extérieur du Canada. Par ailleurs, des dirigeants de centres d’enseignement (n = 31) localisés en Australie, en Finlande, en Suède, au Danemark, en GrandeBretagne, en Écosse et aux États-Unis ont été interrogés pour explorer comment leurs unités ont eu recours aux stratégies d’apprentissage mixte. Les données suggèrent que, tout comme au Canada, il existe un écart devaleurs entre ce que font les instructeurs en ce qui concerne les initiatives de perfectionnement de l’enseignement à l’aide de stratégies d’apprentissage mixte, et ce que font les dirigeants des centres d’enseignement.  \nThe imperative for teaching centres to help academics in institutions of higher education to adopt teaching with technologies is driven from several directions: efforts to enhance the student learning experience, the ongoing appearance of new net-based communication technologies, and the evolution of higher education institutions driven by, and driving, changing expectations. The need for continuing teaching development with technologies is also linked to a desire for innovations in teaching methods. Atop these reasons, institutions of higher education are under pressure to integrate technology and move beyond on-campus classroom approaches, aiming to reach a broader and larger student population-often in a cost recovery format. But leaders of teaching centres in Canada who would also like to implement online and/or blended learning strategies in teaching centres typically bump up against participation problems (Kanuka, Jugdev, & Heller, 2008). Given the current push for blended learning mandates in on-campus institutions of higher education, it has become increasingly necessary for instructors to knowhow to effectively facilitate blended learning courses and programs. Specifically, literature on blended learning indicates that the effectiveness of blended learning depends on the ability of the instructor to effectively design, develop, and implement it (Dzuiban, Hartman, & Moskal, 2004) .  \nAs part of a larger research project, this study investigated whether the difficulties, in particular with participation, i","cbCairPtXY7r3tVM","https://ap.wps.com/l/cbCairPtXY7r3tVM","pdf",389265,17,"English","# Abstract\n## Blended Learning Defined","[{\"question\":\"What does the study examine about blended learning strategies?\",\"answer\":\"The study investigates whether participation difficulties in blended learning strategies for teaching development are unique to Canada and, if not, whether other countries’ approaches could inform more effective strategies.\"},{\"question\":\"Who were interviewed for the research, and how many participants?\",\"answer\":\"Teaching centre leaders in Australia, Finland, Sweden, Norway, Britain, Scotland, and the United States were interviewed; the sample size is n=31.\"},{\"question\":\"What key finding emerges from the comparison?\",\"answer\":\"The data suggest a “value gap” between academics and leaders of teaching centres concerning teaching development initiatives that use blended learning strategies.\"}]","Using blended learning strategies to address teaching development needs - How does Canada compare? | PDF",1792083271,43]