Online technologies were met with initial enthusiasm in the UK following the publication of the Dearing Report (1997). However, this excitement soon became subdued due to disappointing outcomes and unfulfilled expectations regarding the online programmes. Considering the importance that the online component has on a blended learning programme, this chapter argues that the challenge in higher education is to get learners to want to engage as opposed to have to engage and therefore enjoyment should be added to the blend along with a sound pedagogy and an efficient technology. Freud's concept of the pleasure principle offers some clues albeit somewhat cryptic within his argument. This chapter endeavours to discern some underlying grounded theory based on classic psychology that might underpin the efficient design of a blended learning programme and offers pragmatic considerations that might help to achieve it.
|Title of host publication||Blended Learning Environments for Adults|
|Subtitle of host publication||Evaluations and Frameworks|
|Editors||Panagiotes S. Anastasiades|
|Publication status||Published - 1 Apr 2012|
- blended learning