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

The paper addresses how higher education can continue instruction safely and effectively amid disruptions like COVID-19 by adopting blended learning that combines in-person and online modalities. It highlights failures of ad hoc implementations and emphasizes the need for a comprehensive framework that integrates traditional teaching with online counterparts without full substitution. The study underscores infrastructural prerequisites (software, hardware, networks), governance, and institutional readiness, noting cost and maintenance barriers. It formulates the research question: What model design is required for improving reliability of blended learning capabilities in higher education? The context is New Zealand’s high-performing, creativity-focused education system, where a reliable, policy-bound blended model is needed to support students and staff and to manage crises.

The review examines prior blended learning frameworks and practices. The Science Learning Activities Model (SLAM) emphasizes context, technology, and pedagogy to bridge formal and informal learning, yet exhibits issues such as exam server security, attendance accuracy, video quality under poor networks, and limited management–learner communication. Rotation and flipped-classroom models, self-directed and project-based blended learning are discussed; many implementations lack supervised, research-based frameworks and often leave students to self-blend without institutional support. Broader state-of-the-art coverage spans virtual and distance learning benefits (flexibility, accessibility) and dependencies (careful design, planning, and quality standards), with calls for customized models across diverse learners and settings. Teamwork, learner control of time and pace, and technology-supported engagement (games, apps) are noted. The New Zealand educational context (three-tier system, emphasis on creativity, outdoor and co-curricular activities, strong university rankings) suggests a need for models tailored to Māori and Pasifika values and national practices. Gamification and digital storytelling are reviewed as strategies to enhance motivation and engagement, alongside emerging technologies and the need for critical, creative responses during emergencies.

Design science research methodology was used to design and evaluate the proposed blended system of learning activities model. Five experts were recruited via the Technology Education New Zealand network based on technical and research expertise (technology integration, blended learning, IT security in education, computing and education), each with ~8–13+ years of relevant experience. Experts received the model design, documentation, and a questionnaire, and were given 14 days to test and validate the model. Feedback was collected in Microsoft Word and stored on a secure server for one year. Qualitative analysis was conducted using NVIVO (import, explore, query, visualize, memo), and simulated tests were performed in a controlled environment using VMWare Workstation. Evaluation criteria (Table 1) covered goal (efficiency, validity), environment (utility, security, accuracy, understandability), and dynamics/operation (completeness, ease of use, clarity, adoptability, improvements, amendments, strengths/weaknesses, completeness).

- Proposed model: A blended system integrating management, virtual, and traditional learning environments. Features include: introductory sessions; full access to e-learning materials and recorded sessions for intermittent connectivity; virtual classes and labs; optional one-to-one customized sessions; system logs for activity tracking to detect potential cheating; an intelligent application to generate online forms with hidden model answers and automated answer matching to reduce human error; automated electronic attendance; LMS-linked accounts ensuring security and privacy; servers for LMS hosting, certificate issuance, student email, attendance, and web servers that simulate real labs (science/engineering/computing). Devices (mobiles, laptops, tablets) connect securely to institutional networks. - Word frequency analysis of expert evaluations (NVIVO): “model” (68, 5.61%), “proposed” (40, 3.30%), “yes” (33, 2.72%), “systems” (31, 2.56%), “education” (23, 1.90%), “covid” (23, 1.90%), “providing” (21, 1.73%), “students” (20, 1.65%), “learning” (16, 1.32%), “implemented” (16, 1.32%), “features” (15, 1.24%), “pandemic” (14, 1.15%), among others. The third most frequent word was “yes” (33), indicating generally positive expert feedback. - Expert feedback themes: Directions were clear and logically structured; processes matched practice; metrics suitable for managing education during disasters (e.g., COVID-19); security features improve resilience against vulnerabilities and cheating; the model is reliable in providing accurate results; easily implementable within higher education and New Zealand LMS ecosystems (e.g., iQualify mentioned). Several experts regarded the model as theoretically complete and recommend implementation with scope for further development. - The model aims to improve reliability, scalability, and support during lockdowns, enabling remote management, accurate attendance, secure assessments, and enhanced communication between management and learners.

The proposed digitized blended learning model directly addresses the research question by specifying an operational framework that improves reliability of blended capabilities through secure infrastructure, integrated management–learner communication, automated attendance, and assessment integrity measures. It supports student control over time, place, and pace, aligning with New Zealand’s creativity-focused pedagogy and Māori and Pasifika learner-centered values. Evaluation indicates feasibility and clarity, with positive expert endorsement for crisis response (e.g., pandemics). Challenges include implementation time, fitting into tight student schedules, teacher performance evaluation during transition, and safeguarding creativity while increasing digitization. Nonetheless, the model’s integration of virtual and traditional environments, intelligent assessment tools, and LMS-linked security provides a structured path for scalable adoption and continuous improvement.

The study proposes a digitized blended learning model tailored to New Zealand higher education that blends traditional and online environments without full replacement. Grounded in local context and learner-centered principles, it integrates secure infrastructure, automated attendance, intelligent assessment, and management support to enhance reliability and resilience, especially during crises like COVID-19. Expert evaluation using qualitative analysis showed broadly positive feedback regarding clarity, security, and implementability. The model can support rapid evaluation of learning outcomes, improve communication, and provide consistent student and teacher performance insights. Future work includes live institutional pilots, iterative refinement based on broader stakeholder feedback, longitudinal effectiveness studies, and deeper integration of gamification and digital storytelling while monitoring impacts on creativity and equity.

- Evaluation relied on five experts from New Zealand; broader, diverse stakeholder trials are needed. - The model is described as completed theoretically and work-in-progress; large-scale, real-world deployment evidence is pending. - Simulated testing (VMWare) and qualitative analyses (NVIVO) were used; quantitative learning outcome measures and comparative trials were not reported. - Implementation challenges noted include time demands, tight schedules, and risks in teacher evaluation during transition. - Data from the study are not publicly available due to privacy, limiting external verification.