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Context 1
... the TOC includes a section, which is shown in yellow, that highlights some significant evidence gaps relating to a lack of accurate teacher-level and learner-level data that is hampering opportunities to monitor and evaluate the longer-term impacts of TPD programmes on the teachers of specific groups of learners (see Figure 8). ...
Context 2
... the TOC includes a section, which is shown in yellow, that highlights some significant evidence gaps relating to a lack of accurate teacher-level and learner-level data that is hampering opportunities to monitor and evaluate the longer-term impacts of TPD programmes on the teachers of specific groups of learners (see Figure 8). ...
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Citations
Blended learning has emerged as an approach for governments and universities to enhance education equity and quality for the last several years. As blended learning become mainstreamed in higher education especially after the COVID-19 pandemic, policymakers and institutional leaders face many challenges and issues in its implementation. To address these issues and challenges, it is necessary to gain insights into the enabling national and international policies and guidelines that support effective blended learning. Based on the framework for building the capacity of higher education for blended learning (Lim and Wang 2016), this chapter examines how existing national and international policies and guidelines on blended learning may enhance higher education equity and quality.
