Higher education faculty are increasingly required to teach courses fully online or utilize blended learning delivery to digital learners. However, many are more comfortable with traditional delivery. As a result, there is an array of Course Management Systems (CMS) use – ranging from superior to that of a repository of syllabi. Although some institutions provide technology centers to facilitate effective use of CMS, staff might not be trained in learning theory and andragogy. This not only perpetuates the lack of effective use of CMS but also fails to convince reluctant faculty as to the benefits of effectively utilizing online and blended learning classrooms in higher education. Therefore, there is need for alternative pedagogical approaches to assist faculty embrace technology and active learning in their use of technological tools to support online and blended delivery.
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