The adoption of a blended learning approach is increasing among higher education institutions with a significant amount of research that focuses on linear relationships. However, there is limited research on how the blended learning environment functions and interacts as a complex system. There is a need for more research that explores the relationships that exist within a blended learning environment using a system-based framework, such as the Complex Adaptive Blended Learning Systems (CABLS) framework. The purpose of this qualitative phenomenological study was to explore the perceived relationships that exist within the CABLS in a higher education blended learning environment. Interviews were conducted with the learner, teacher, institutional administrators, and learning support staff. A thematic analysis was used to identify themes to better understand stakeholder relationships within the CABLS framework. The results of this study seek to provide all stakeholders with a better understanding of the complex interdependent relationships within the CABLS framework to optimize a collaborative approach to blended learning.

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利用基于系统的框架探索高等教育中的混合学习关系

在高等教育机构中，越来越多地采用混合学习方法，并且大量研究集中在线性关系上。但是，关于混合学习环境如何作为复杂系统起作用和交互的研究有限。需要进行更多的研究，以使用基于系统的框架（例如复杂自适应混合学习系统（CABLS）框架）探索混合学习环境中存在的关系。这项定性现象学研究的目的是探索高等教育混合学习环境中CABLS内部存在的感知关系。与学习者，老师，机构管理者和学习支持人员进行了访谈。主题分析用于确定主题，以更好地了解CABLS框架内的利益相关者关系。这项研究的结果旨在为所有利益相关者更好地理解CABLS框架内复杂的相互依存关系，以优化混合学习的协作方法。