Evaluating professional development for blended learning in higher education: a synthesis of qualitative evidence
Open accessAbstract
Successful implementation of blended learning initiatives requires careful planning and consideration of multidimensional factors. Focusing on evaluation and accountability for the design of professional development initiatives (PDIs) is the next step towards creating efficient and effective PDIs. This is especially needed since the Covid-19 pandemic has seen a dramatic shift towards using, and training for integration of digital teaching tools in higher education. The purpose of this qualitative research is to synthesize how professional development initiatives for blended learning in higher education institutions can be evaluated. Following a systematic review of the literature, fourteen empirical research articles were withheld and analyzed qualitatively using an inductive coding framework inspired by the 5 levels of evaluation by ( Guskey, T. R. (2000). Evaluating professional development. Corwin Press.). The results show that evaluation can be organized into five categories which correspond to the five evaluative levels for professional development by Guskey. The study concludes with recommendations and approaches for each evaluation category with a particular focus on higher education contextual challenges.
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Blended professional development better enables teachers to connect external learning with local practice and to sustain engagement over time.
“Studies on blended professional development for teachers suggest that this model better enables teachers to connect external learning with local practice and to sustain engagement over time (9, 18).”
From Reframing faculty development for digital transformation and generative AI in higher education (2026) · cites this paper as [9]
The Discussion (section 6; page unavailable) says continuous professional development, feedback, and institutional support can help teachers retain learning and sustain the use of blended-learning methods over time. It does not establish that a blended professional-development format is better than other formats at connecting external learning with local practice or sustaining engagement. The paper primarily evaluates professional development *for blended learning*, not the comparative benefits of *blended professional development*. (LLM, conf=0.85)
Experimental — accuracy not yet measuredBlended professional development programs in higher education can positively strengthen teachers' reflective practice, awareness of instructional design, and confidence in digital teaching, provided that such training is continuously tied to actual course practice rather than delivered through one-time intensive instruction.
“Studies have shown that blended professional development programs in higher education can positively strengthen teachers’ reflective practice, awareness of instructional design, and confidence in digital teaching, provided that such training is continuously tied to actual course practice rather than delivered through one-time intensive instruction (9, 13).”
From Reframing faculty development for digital transformation and generative AI in higher education (2026) · cites this paper as [9]
Split into 2 atoms — 0 confirmed, 2 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.
Experimental — accuracy not yet measuredIn a context where blended learning is becoming the norm, digital teaching requires teachers to redesign learning processes, interaction mechanisms, and methods of evidence collection.
“Especially in a context where blended learning is becoming the norm, digital teaching no longer simply means moving the classroom online, but instead requires teachers to redesign learning processes, interaction mechanisms, and methods of evidence collection (9).”
From Reframing faculty development for digital transformation and generative AI in higher education (2026) · cites this paper as [9]
Section 1.1 says blended learning is not simply replacing lectures or adding a platform; it requires deliberate design of teaching and assessment. Section 5.3 discusses communicative channels and assessment procedures, but the paper does not establish that teachers must redesign methods of evidence collection. It describes blended learning as a rising trend rather than the norm. (LLM, conf=0.84)
Experimental — accuracy not yet measuredTechnological support, when disconnected from actual course practice, readily leads to fragmented learning; embedded, contextualized, and feedback-driven forms of development are more effective in helping new faculty move from operational competence to pedagogical competence.
“Studies indicate that technological support, when disconnected from actual course practice, readily leads to fragmented learning; by contrast, embedded, contextualized, and feedback-driven forms of development are more effective in helping new faculty move from operational competence to pedagogical competence (9, 10).”
From Reframing faculty development for digital transformation and generative AI in higher education (2026) · cites this paper as [9]
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- Authors
- Garone, A., Bruggeman, B., Philipsen, B., Pynoo, B., Tondeur, J., & Struyven, K.
- Affiliations
- Vrije Universiteit Brussel (BE)
- Katholieke Hogeschool Vives (BE)
- Corresponding author
- Garone, Anja
- Venue
- Education and Information Technologies
- Published
- 2022-02-17
- Volume
- 27
- Issue
- 6
- Pages
- 7599-7628
- ISSN
- 1360-2357 (ISSN-L)
- 1573-7608
- PMC
- PMC8852907
- OpenAlex
- W4213181834
- Cited by
- 28
- References
- 40
- Citations by year
- 2026: 4 · 2025: 6 · 2024: 12 · 2023: 5 · 2022: 1
- FWCI
- 12.95
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Licence
- Locations
- Education and Information Technologies (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Document Server@UHasselt (UHasselt) (submittedVersion)
- VUBIR (Vrije Universiteit Brussel) (submittedVersion)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Psychology › Applied Psychology › Human Resource Development and Performance Evaluation
- Keywords
- blended learning, professional development, professional development evaluation, higher education, digital teaching tools, COVID-19 pandemic, evaluation levels, accountability, faculty development
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