Posts tagged higher education

Development of a maturity model for blended education: A delphi study

Article written by Katie Goeman, Wiebe Dijkstra, Stephan Poelmans, Pavani Vemuri, Willem Van Valkenburg and published in the International Journal on E-Learning: Corporate, Government, Healthcare, and Higher Education.


In order to embed blended learning environments in a strategic and sustainable manner, a multi-actor, multidimensional approach is necessary. This paper reports the results of a 3-round Delphi study involving 28 experts which focuses on the refinement and validation of a layered maturity model that assesses key aspects of blended practices in higher education. The study examines the wording of the proposed assumptions, dimensions and indicators, whether they bear validity and if there are others that are not accounted for. We present the findings of each round, the confirmed maturity model and a series of recommendations for its future usage. As such, it is helpful for lecturers, program coordinators, support services or institutional leaders to decide upon follow-up actions and to achieve up-scaled blended programs and courses in higher education institutions.


Maturity model, blended learning, blended teaching, blended education, EMM, higher education


Goeman, K., Dijkstra, W., Poelmans, S., Vemuri, P., & Van Valkenburg, W. (2021). DEVELOPMENT OF A MATURITY MODEL FOR BLENDED EDUCATION: A DELPHI STUDY. International Journal on E-Learning: Corporate, Government, Healthcare, and Higher Education, 20(3), 229-258.


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De lerende als rode draad: Weten wat de (werkende) student nodig heeft

Artikel geschreven door Nida K. van Leersum, Willem F. van Valkenburg en Rob F. Mudde en gepubliceerd in het Tijdschrift voor Hoger Onderwijs


Het permanent najagen van kennis en vaardigheden voor onze persoonlijke en professionele ontwikkeling zal ons steeds meer veranderen in levenslang lerenden. Maar wat houdt ‘een leven lang ontwikkelen’ precies in, en welke rol kunnen universiteiten daarin spelen?


Higher education, lifelong learning


van Leersum, N. K., van Valkenburg, W. F., & Mudde, R. F. (2021). DE LERENDE ALS RODE DRAAD: WETEN WAT DE (WERKENDE) STUDENT NODIG HEEFT. Tijdschrift voor Hoger Onderwijsjaargang 28(2), 32-37.


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Opening University Education to the World and Improve Education

Paper presented at the ICERI 2016 conference, 14th-16th November 2016, Seville, Spain.


Online education can be used as a catalyst for gaining knowledge on learning and learning processes due to its generation of massive corpora of data on student behaviour. This knowledge can then be utilized to improve the quality of education.

Since 2013 Delft University of Technology (TU Delft) offers online courses for a global population of lifelong learners through its programme for Massive Open Online Courses (MOOCs). TU Delft’s MOOC programme was created with three specific goals:
(i) to deliver high quality open & online education (O2E) to the world;
(ii) to improve education; and
(iii) to grow research output. Since its inception, TU Delft’s MOOC programme has created and run over forty MOOCs, gaining nearly a million enrolled students in the process.

As TU Delft’s MOOC programme developed and expanded over time, an organisational structure was created in which educational processes and research activities were aligned and integrated. This organisational structure supports three research agendas:
(i) course evaluation, which focuses on post-course analysis;
(ii) research-driven innovation through short-cycled research projects; and
(iii) long-term experimental research with a specific focus on big data and learning analytics.

Through the integrated organisational structure, data is simultaneously collected for all three research agendas. This includes user feedback through survey data for course evaluation; user enrolment and activity data for the short-cycled research projects; and data from experiments for the long-term research. Analysing this data has resulted in dozens of course evaluation reports, business and marketing analyses, cross-course analyses, internal reports on student learning behaviour, and a substantial number of peer-reviewed academic papers about results of learning analytics and pedagogical innovations. This output has been useful for their individual research tracks, but combining the results has provided TU Delft with additional insights only attainable by careful synchronization of the three. TU Delft has benefited from these insights and has adapted to the findings both in online and on-campus course design. TU Delft’s MOOC programme provides a valuable environment for innovating educational design experience and developing new educational delivery strategies that can also be used to improve on-campus education.

Future plans build on the current organisational structure and include:
(i) using the results from learning analytics interventions experiments to build a learning analytics ‘suite’ for all online courses;
(ii) testing and validating TU Delft’s proprietary Online Learning Experience (OLE) pedagogical model for online course design; and
(iii) using these experiences to transform and improve on-campus education.

First steps in these matters are already under way with the acquisition of a new digital learning environment and its accompanying learning analytics suite for on-campus education. This way the MOOC programme serves TU Delft’s strategic goals of both educating the world and improving the quality of its online and on-campus education.


higher education, innovation, learning analytics, massive open online courses (moocs), links between education and research.





We gratefully acknowledge the support of the Erasmus+ Programme of the European Union; the Erasmus+ Forward Looking Cooperation STELA Project, number 562167-EPP-1-2015-BE-EPPKA3-PI-FORWARD.

SEFI2013: Online Learning and Higher Engineering Education – The MOOC phenomenon

SEFI logo 2013Paper presented at SEFI 2013 Conference in Leuven, Belgium. Continue reading

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