Towards an intelligent blended system of learning activities model for New Zealand institutions: an investigative approach

The COVID-19 pandemic accelerated the adoption of blended learning globally. Many institutions shifted entirely online, highlighting the need for effective blended learning models that combine in-person and online elements. Existing attempts at blended learning often fail due to a lack of a cohesive framework and understanding of how to effectively integrate traditional and digital learning. This paper aims to design a robust blended learning model specifically for New Zealand's higher education context, addressing the research question: "What model design is required for improving the reliability of blended learning capabilities in higher education?"

The paper reviews existing blended learning models, including the Science Learning Activities Model (SLAM), Station Rotation, flipped classroom models, self-directed, and project-based models. It notes shortcomings in these models, such as security issues, communication gaps between management and learners, and a lack of comprehensive digital integration. The review also considers the influence of the digital world on learning, the increasing use of online resources by students, and the need for a structured, supervised approach to blended learning. Existing models are deemed insufficient for New Zealand's high-quality education system and its emphasis on creative thinking. The paper also explores the state-of-the-art in virtual and distance learning, highlighting the benefits of flexibility, accessibility, and cost savings, but also acknowledging the need for a well-structured approach.

A design science research methodology was employed. Five experts in technology integration, computer education, IT security, and blended learning were selected via the "Technology Education New Zealand" network. The experts reviewed a proposed model using a 14-day evaluation period. A questionnaire was used to gather feedback based on criteria including efficiency, validity, consistency, accuracy, understandability, completeness, and ease of use (Prat et al., 2014). Data analysis was performed using NVIVO software, employing techniques like word frequency analysis and thematic analysis to interpret expert feedback. VMWare Workstation provided a secure testing environment. The experts' profiles highlight their extensive experience in relevant fields, ensuring a comprehensive evaluation.

Expert evaluations were predominantly positive, with the word "yes" appearing frequently in responses, signifying approval of the proposed model. Thematic analysis revealed key themes relating to the model's ability to improve the reliability of blended learning, its suitability for disaster situations like the COVID-19 pandemic, and its security features. Word cloud analysis identified key words such as "model," "proposed," "system," "education," "students," and "learning." The analysis also revealed a strong consensus on the model's completeness and effectiveness, with suggestions for minor improvements in specific areas like security and clarity of instructions. The analysis indicated the model's potential to improve blended learning effectiveness, especially during crises, and to enhance the security of educational systems.

The positive expert feedback validates the proposed model's potential to improve the reliability and effectiveness of blended learning in New Zealand higher education. The model addresses the limitations of previous approaches by incorporating a comprehensive digital infrastructure, addressing security concerns, improving communication between students and management, and aligning with New Zealand's unique educational context, including the importance of creative learning and consideration of Maori learners’ values. The challenges identified include the time required for implementation and the need for thorough teacher training and evaluation. The model emphasizes learner-centered tools and the digitization of learning resources while maintaining the importance of traditional teaching methods. The research highlights a need to balance the benefits of digitization with the promotion of creativity and critical thinking in students.

The proposed intelligent blended system of learning activities model offers a significant advancement in blended learning for New Zealand institutions. Its integrated design addresses several limitations of previous models, improving both the quality and security of education. Future research should focus on large-scale implementation and further refinement of the model based on real-world feedback and evolving technological advancements.

The study's limitations include the relatively small sample size of expert evaluations and the potential for bias within the selected expert group. Further research with a larger and more diverse group of participants is recommended to ensure wider applicability and robustness of the findings. The study focuses primarily on higher education, and further investigation is needed to determine the applicability of the model to other educational levels. Long-term evaluation of the model's effectiveness in practice is also warranted.