Towards a European maturity model for blended degree education by Katie Goeman, presented by Veerle Van Rompaey (KU Leuven)

1. Towards a European
maturity model for
blended degree
education
Katie Goeman
Stephan Poelmans
Veerle Van Rompaey

2. EMBED
Coordinating body
Partner universities
Duration
Website
European Maturity model for Blended Education
Erasmus+ Strategic Partnership
EADTU
Aarhus University (Denmark)
Delft University (The Netherlands)
DCU Ireland (Ireland)
KU Leuven (Belgium)
University of Edinburgh (United Kingdom)
Tampere University of Applied Sciences (Finland)
2017 – 2020
https://embed.eadtu.eu
Factsheet

3. Challenges HEIs
• Quality and innovative education for large student numbers
• Accommodate a great variety of learners
DESPITE LOWER BUDGETS
• Convergent formats of online and onsite courses and programmes
• Better student experiences, higher efficiency, personalised and
inclusive education
HOW? WHY?

4. EMBED
Intellectual Output 1

5. Deliverables
1. Review of literature REPORT and a SET of research instruments
2. A STATUS OF AFFAIRS' analysis regarding BL/BE in the partner
institutions and a pilot testing of the research instruments
3. REPORT on how to impact BL practices by means of institutional
changes

6. Level of observation
(actors)
Descriptive framework Maturity level
MICRO
(learners and faculty)
BLENDED LEARNING
PRACTICES
Differences in actual BL
activities
• design (blended
teaching)
• behavior (blended
learning)
MESO & MACRO
(decision making bodies, support
services)
BLENDED
EDUCATION
Differences in BL policies
and conditions for
blended learning practices
Goeman (2018)
We need to know this...
To explain this...

7. 1. Review of literature &
previously validated monitoring
instruments – conceptual and
descriptive framework
2. Design of a set of mixed-
method research instruments
for monitoring policies –
programmes - practices
3. Review by a panel of experts -
adaptations
4. Field testing and analyses

8. 1. Collect data within the
consortium on current BL/BE in
a systematic, multilevel way by
capturing governmental
policies (macro), institutional
conditions (meso), and
practices (micro)
2. Analysis of data to discern
levels of maturity
3. Analysis of data to identify the
enablers and barriers
(meso/macro level) which
influence the implementation
of BL practices (micro level)

9. Katie Goeman
Stephan Poelmans
Veerle Van Rompaey
KU Leuven (Campus Brussels)
Faculty of Economics and Business
Faculty of Psychology and Educational Sciences
Katie.Goeman@kuleuven.be
Stephan.Poelmans@kuleuven.be
Veerle.Vanrompaey@kuleuven.be