Blended Education in Practice: Understanding the Gap between Instructional Design Knowledge and Digital Learning Integration
Hanneke Theelen （ Zuyd University of Applied Sciences, Nieuw Eyckholt 300, 6400 AN, Heerlen, The Netherlands ）
Kim Dirkx （ Zuyd University of Applied Sciences, Nieuw Eyckholt 300, 6400 AN, Heerlen, The Netherlands ）
https://doi.org/10.37155/2972-4856-jei0302-3Abstract
Blended education is increasingly implemented in higher education, yet its sustainable adoption remains a challenge, with persistent gaps between awareness, pedagogical integration, and institutional support. This study examines how lecturers engage with blended education design principles, apply them in instructional design, and utilize online learning environments. By exploring these aspects, this study contributes to our understanding of educational change and the factors influencing its implementation across different experience levels in higher education. Findings reveal that 10-25% of lecturers are unfamiliar with key blended education principles, but a more critical issue is the gap between knowledge and practical application. Approximately two-thirds of lecturers lack familiarity with advanced LMS and Microsoft Teams© functionalities, limiting their pedagogical impact. While Microsoft Teams© is more widely used, its advanced features remain underutilized due to limited awareness and training. Additionally, early-career lecturers show greater familiarity with collaborative and formative strategies compared to their more experienced counterparts, emphasizing the role of generational differences in pedagogical change. These findings highlight the complexity of educational change in an international higher education context, where faculty development, institutional policies, and intergenerational knowledge exchange play crucial roles. The study underscores the need for sustained professional development programs that move beyond technical training to foster pedagogical transformation. Without these efforts, blended education risks remaining an administrative rather than a pedagogical shift, limiting its potential to create student-centered, flexible, and innovative learning environments globally.
Keywords
Blended education; Instructional design principles; LMS; Moodle; Microsoft Teams MsTeams©; Higher educationFull Text
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[37] Florjančič, V., & Wiechetek, Ł. (2022). Using Moodle and MS Teams in higher education-a comparative study. International Journal of Innovation and Learning, 31(2), 264-286. Retrieved from https://www.inderscienceonline.com/doi/abs/10.1504/IJIL.2022.120650.
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[39] Olii, D., Manoppo, C., Mamahit, C., & Abast, M. (2023). LMS Affects Teaching Effectiveness: Depending on LMS Platforms, Lecturer Qualification, and Lecturer Age. Jurnal Pendidikan Progresif, 13(2), 682-697.
[40] Dale, V., McEwan, M., & Bohan, J. (2021). Early adopters versus the majority: Characteristics and implications for academic development and institutional change. Journal of Perspectives in Applied Academic Practice, 9(2), 54-67.
[41] Fullan, M. (2007). The New Meaning of Educational Change (4th ed.). New York: Teachers College Press.
[42] Mei, X. Y., Aas, E., & Medgard, M. (2019). Teachers’ use of digital learning tool for teaching in higher education: Exploring teaching practice and sharing culture. Journal of applied research in higher education, 11(3), 522-537.
[43] Theelen, H., & van Breukelen, D. H. (2022). The didactic and pedagogical design of e‐learning in higher education: A systematic literature review. Journal of Computer Assisted Learning, 38(5), 1286-1303.
[44] Association of Universities in the Netherlands (2018). The Netherlands code of conduct for academic practice. Retrieved December 13, 2023 from https://www.nwo.nl/sites/nwo/files/documents/Netherlands%2BCode%2Bof%2BConduct%2Bfor%2BResearch%2BIntegrity_2018_UK.pdf.
[45] Theelen, H., & van Breukelen, D. H. (2022). The didactic and pedagogical design of e‐learning in higher education: A systematic literature review. Journal of Computer Assisted Learning, 38(5), 1286-1303.
[46] Field, A. (2024). Discovering statistics using IBM SPSS statistics. Sage publications limited.
[47] Miller, G. E. (1990). The assessment of clinical skills/competence/performance. Academic Medicine, 65, 63–67.
[48] Cohen, J. (1988). The effect size. Statistical power analysis for the behavioral sciences. Abingdon: Routledge, 77-83.
[49] Ziraba, A., Akwene, G. C., Nkea, A. N. A. M., & Lwanga, S. C. (2020). The adaption and use of Moodle learning management system in higher institutions of learning: A systematic literature review. (1), 1-21.
[50] Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61.
[51] Dahlstrom, E., Brooks, D. C., & Bichsel, J. (2014). The current ecosystem of learning management systems in higher education: Student, faculty, and IT perspectives. EDUCAUSE Center for Analysis and Research (ECAR).
[52] Cabero-Almenara, J., Arancibia, M. L., & Del Prete, A. (2019). Technical and didactic knowledge of the Moodle LMS in higher education. Beyond functional use. Journal of New Approaches in Educational Research, 8(1), 25-33.
[53] Ziraba, A., Akwene, G. C., Nkea, A. N. A. M., & Lwanga, S. C. (2020). The adaption and use of Moodle learning management system in higher institutions of learning: A systematic literature review. (1), 1-21.
[54] Dale, V., McEwan, M., & Bohan, J. (2021). Early adopters versus the majority: Characteristics and implications for academic development and institutional change. Journal of Perspectives in Applied Academic Practice, 9(2), 54-67.
[55] Mei, X. Y., Aas, E., & Medgard, M. (2019). Teachers’ use of digital learning tool for teaching in higher education: Exploring teaching practice and sharing culture. Journal of applied research in higher education, 11(3), 522-537.
[56] Harris, L. (2007). Employing formative assessment in the classroom. Improving Schools, 10(3), 249-260.
[57] Theelen, H., & van Breukelen, D. H. (2022). The didactic and pedagogical design of e‐learning in higher education: A systematic literature review. Journal of Computer Assisted Learning, 38(5), 1286-1303.
[2] Van der Klink, M., & Goes-Daniëls, M. (2023). Online learning in professional and vocational education – seeking sutainable lessons during and post the COVID-19 pandemic. In J-H. Ye & M. Jiang (Eds.), Technical and vocational education and training. (pp. 1-17). London: IntechOpen. DOI 10.5772/intechopen.107816
[3] Sain, Z. H., Aziz, A. L., & Sain, S. H. (2024). Blended learning in post-COVID-19 education: Evaluating benefits, challenges, and long-term impacts on students. International Journal of Education, Management, and Technology, 2(3), 309-326. https://doi.org/10.58578/IJEMT.v2i3.3992
[4] Ali, R., & Georgiou, H. (2024). A Process for Institutional Adoption and Diffusion of Blended Learning in Higher Education. Higher Education Policy, 1-22.
[5] Vintere, A., & Maļinovska, L. (2009). Changing the education culture through technology. Problems of Education in the 21st Century, 13, 127.
[6] Author (2022).
[7] Tweed, S. (2013). Technology implementation: Teacher age, experience, self-efficacy, and professional development as related to classroom technology integration (Doctoral dissertation, East Tennessee State University).
[8] Van Valkenburg, W. F., Dijkstra, W. P., De los Arcos, B., Goeman, K., Van Rompaey, V., & Poelmans, S. (2020). European Maturity Model for Blended Education (EMBED).
[9] Torrisi-Steele, G (2011). This thing called blended education — A definition and planning approach. In Krause, K., Buckridge, M., Grimmer, C. and Purbrick-Illek, S. (Eds.) Research and Development in Higher Education: Reshaping Higher Education, 34(pp. 360 – 371). Gold Coast, Australia, 4 – 7 July 2011.
[10] Van der Klink, M., & Goes-Daniëls, M. (2023). Online learning in professional and vocational education – seeking sutainable lessons during and post the COVID-19 pandemic. In J-H. Ye & M. Jiang (Eds.), Technical and vocational education and training. (pp. 1-17). London: IntechOpen. DOI 10.5772/intechopen.107816[11
[11] Torrisi-Steele, G (2011). This thing called blended education — A definition and planning approach. In Krause, K., Buckridge, M., Grimmer, C. and Purbrick-Illek, S. (Eds.) Research and Development in Higher Education: Reshaping Higher Education, 34(pp. 360 – 371). Gold Coast, Australia, 4 – 7 July 2011.
[12] Last. B., & Jongen, S. (2021). Blended education en onderwijsontwerp. Van theorie naar praktijk. Den Haag: Boom uitgevers.
[13] Bonk, C. J. & Graham, C. R. (2012). The Handbook of Blended education: Global Perspectives, Local Designs. New Jersey: John Wiley & Sons.
[14] Ma’Arop, A. H., & Embi, M. A. (2016). Implementation of blended education in higher learning institutions: A review of the literature. International Education Studies, 9(3), 41-52. doi:10.5539/ies.v9n3p41.
[15] Theelen, H., & van Breukelen, D. H. (2022). The didactic and pedagogical design of e‐learning in higher education: A systematic literature review. Journal of Computer Assisted Learning, 38(5), 1286-1303.
[16] Theelen, H., & van Breukelen, D. H. (2022). The didactic and pedagogical design of e‐learning in higher education: A systematic literature review. Journal of Computer Assisted Learning, 38(5), 1286-1303.
[17] Theelen, H., & van Breukelen, D. H. (2022). The didactic and pedagogical design of e‐learning in higher education: A systematic literature review. Journal of Computer Assisted Learning, 38(5), 1286-1303.
[18] Vanhees, C., de Smet, M., Eeckhoudt, L., Adriaens, K., & Van Gucht, D. (2023). Effectief blended hoger onderwijs vormgeven. Praktijkaanbevelingen voor docenten. [Shaping effective blended higher education. Practical recommendations for lecturers.] Antwerp: Thomas More.
[19] Simarmata, J., Djohar, A., Purba, J., & Juanda, E. A. (2018, January). Design of a blended learning environment based on Merrill’s principles. In Journal of Physics: Conference Series (Vol. 954, p. 012005). IOP Publishing.
[20] Thi Van Pham, A., & Thi Phuong Nguyen, L. (2021, August). The Implementation of Blended Learning in Vocational Education: A Case Study in Vietnam from Lecturers’ Perspectives. In 2021 5th International Conference on E-Society, E-Education and E-Technology (pp. 41-46).
[21] Roger, A., Cromley, J., Moos, D., Greene, J., & Winters, F. (2011). Adaptive content and process scaffolding: A key to facilitating students' selfregulated learning with hypermedia. Psychological Test and Assessment Modeling, 53(1), 106–140.
[22] Klobas, J. E., & McGill, T. J. (2010). The role of involvement in learning management system success. Journal of Computing in Higher Education, 22(2), 114-134. https://doi.org/10.1007/s12528-010-9032-5.
[23] Lonn, S., & Teasley, S. D. (2009). Saving time or innovating practice: Investigating perceptions and uses of Learning Management Systems. Computers & Education, 53(3), 686-694. https://doi.org/10.1016/j.compedu.2009.04.008.
[24] Rubin, B., Fernandes, R., Avgerinou, M. D., & Moore, J. (2010). The effect of learning management systems on student and faculty outcomes. The Internet and Higher Education, 13(1–2), 82-83. https://doi.org/10.1016/j.iheduc.2009.10.0088.
[25] Holmes, K. A, & Pietro-Rodriguez, El. (2018). Student and staff perceptions of a learning management system for blended education in lecturer education. Australian Journal of Lecturer Education, 43(3), 21-34. http://ro.ecu.edu.au/ajte/vol43/iss3/2.
[26] Rubin, B., Fernandes, R., Avgerinou, M. D., & Moore, J. (2010). The effect of learning management systems on student and faculty outcomes. The Internet and Higher Education, 13(1–2), 82-83. https://doi.org/10.1016/j.iheduc.2009.10.0088.
[27] Antunes, O., Lucena, K. K. T., Oliveira, E. H. T., Gusmão, T. H. Y., Nozawa, E. H., & Brodbeck, W. (2016). LMS monitor: An application for academic and performance monitoring of students in LMS. In XXI congreso internacional de informática educativa (TISE) (Vol. 12, pp. 45-52).
[28] Pawlaczek, Z., Souter, K., & Ting, A. (2013). Higher education lecturers’ understanding of flexibility and enhancement in a learning management system. In ASCILITE-Australian Society for Computers in Learning in Tertiary Education Annual Conference (pp. 685-689). Australasian Society for Computers in Learning in Tertiary Education., ISO 690.
[29] Jenkins, M., Browne, T., Walker, R., & Hewitt, R. (2010). The development of technology enhanced learning: Findings from a 2008 survey of UK higher education institutions. Interactive Learning Environments, 19(5), 447-465. doi:10.1080/10494820903484429
[30] Rienties, B., & Townsend, D. (2012). Integrating ICT in business education: Using TPACK to reflect on two course redesigns. In P. Van den Bossche, W. H. Gijselaers, & R. G. Milter (Eds.), Learning at the crossroads of theory and practice (pp. 141–156). Dordrecht: Springer. doi:10.1007/978-94-007-2846-2_10
[31] Laurillard, D. (2008). Technology enhanced learning as a tool for pedagogical innovation. Journal of Philosophy of Education, 42(3-4), 521-533.
[32] Cabero-Almenara, J., Arancibia, M. L., & Del Prete, A. (2019). Technical and didactic knowledge of the Moodle LMS in higher education. Beyond functional use. Journal of New Approaches in Educational Research, 8(1), 25-33.
[33] Cabero-Almenara, J., Arancibia, M. L., & Del Prete, A. (2019). Technical and didactic knowledge of the Moodle LMS in higher education. Beyond functional use. Journal of New Approaches in Educational Research, 8(1), 25-33.
[34] Brooks, D. C., & Pomerantz, J. (2017). ECAR Study of undergraduate students and information technology. Retrieved from https://library.educause.edu/resources/2017/10/ecar-study-of-undergraduate-students-and-information-technology-2017
[35] Ma, X., Azemi, A., & Buechler, D. (2021, October). Integrating Microsoft teams to promote active learning in online lecture and lab courses. In 2021 IEEE Frontiers in Education Conference (FIE) (pp. 1-9). IEEE.
[36] Baker, L. A., & Spencely, C. (2020). Blending Microsoft Teams with existing teaching environments to increase access, Inclusivity and engagement. Journal of the Foundation Year Network, 3, 3-20. Retrieved from https://jfyn.co.uk/index.php/ukfyn/article/view/58.
[37] Florjančič, V., & Wiechetek, Ł. (2022). Using Moodle and MS Teams in higher education-a comparative study. International Journal of Innovation and Learning, 31(2), 264-286. Retrieved from https://www.inderscienceonline.com/doi/abs/10.1504/IJIL.2022.120650.
[38] Tweed, S. (2013). Technology implementation: Teacher age, experience, self-efficacy, and professional development as related to classroom technology integration (Doctoral dissertation, East Tennessee State University).
[39] Olii, D., Manoppo, C., Mamahit, C., & Abast, M. (2023). LMS Affects Teaching Effectiveness: Depending on LMS Platforms, Lecturer Qualification, and Lecturer Age. Jurnal Pendidikan Progresif, 13(2), 682-697.
[40] Dale, V., McEwan, M., & Bohan, J. (2021). Early adopters versus the majority: Characteristics and implications for academic development and institutional change. Journal of Perspectives in Applied Academic Practice, 9(2), 54-67.
[41] Fullan, M. (2007). The New Meaning of Educational Change (4th ed.). New York: Teachers College Press.
[42] Mei, X. Y., Aas, E., & Medgard, M. (2019). Teachers’ use of digital learning tool for teaching in higher education: Exploring teaching practice and sharing culture. Journal of applied research in higher education, 11(3), 522-537.
[43] Theelen, H., & van Breukelen, D. H. (2022). The didactic and pedagogical design of e‐learning in higher education: A systematic literature review. Journal of Computer Assisted Learning, 38(5), 1286-1303.
[44] Association of Universities in the Netherlands (2018). The Netherlands code of conduct for academic practice. Retrieved December 13, 2023 from https://www.nwo.nl/sites/nwo/files/documents/Netherlands%2BCode%2Bof%2BConduct%2Bfor%2BResearch%2BIntegrity_2018_UK.pdf.
[45] Theelen, H., & van Breukelen, D. H. (2022). The didactic and pedagogical design of e‐learning in higher education: A systematic literature review. Journal of Computer Assisted Learning, 38(5), 1286-1303.
[46] Field, A. (2024). Discovering statistics using IBM SPSS statistics. Sage publications limited.
[47] Miller, G. E. (1990). The assessment of clinical skills/competence/performance. Academic Medicine, 65, 63–67.
[48] Cohen, J. (1988). The effect size. Statistical power analysis for the behavioral sciences. Abingdon: Routledge, 77-83.
[49] Ziraba, A., Akwene, G. C., Nkea, A. N. A. M., & Lwanga, S. C. (2020). The adaption and use of Moodle learning management system in higher institutions of learning: A systematic literature review. (1), 1-21.
[50] Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61.
[51] Dahlstrom, E., Brooks, D. C., & Bichsel, J. (2014). The current ecosystem of learning management systems in higher education: Student, faculty, and IT perspectives. EDUCAUSE Center for Analysis and Research (ECAR).
[52] Cabero-Almenara, J., Arancibia, M. L., & Del Prete, A. (2019). Technical and didactic knowledge of the Moodle LMS in higher education. Beyond functional use. Journal of New Approaches in Educational Research, 8(1), 25-33.
[53] Ziraba, A., Akwene, G. C., Nkea, A. N. A. M., & Lwanga, S. C. (2020). The adaption and use of Moodle learning management system in higher institutions of learning: A systematic literature review. (1), 1-21.
[54] Dale, V., McEwan, M., & Bohan, J. (2021). Early adopters versus the majority: Characteristics and implications for academic development and institutional change. Journal of Perspectives in Applied Academic Practice, 9(2), 54-67.
[55] Mei, X. Y., Aas, E., & Medgard, M. (2019). Teachers’ use of digital learning tool for teaching in higher education: Exploring teaching practice and sharing culture. Journal of applied research in higher education, 11(3), 522-537.
[56] Harris, L. (2007). Employing formative assessment in the classroom. Improving Schools, 10(3), 249-260.
[57] Theelen, H., & van Breukelen, D. H. (2022). The didactic and pedagogical design of e‐learning in higher education: A systematic literature review. Journal of Computer Assisted Learning, 38(5), 1286-1303.
Copyright © 2025 Hanneke Theelen, Kim Dirkx
Publishing time:2025-05-30
This work is licensed under a Creative Commons Attribution 4.0 International License
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