Exploring the Context of Converged Learning

This paper presents NJIT’s strategic implementation of Converged Education, offering a hybrid of face-to-face and online instruction that aligns with evolving Web technologies, impacting teaching across disciplines.
A table labeled "Table 3.- Considering Convergence" listing six key questions related to the implementation of converged learning, focusing on technology, staff training, course alignment, and student engagement.

Exploring the Context of Converged Learning: A Case Study in a Polytechnic University

Explorando el Contexto del Aprendizaje Convergente: Estudio de Caso en una Universidad Politécnica

By: James Lipuma & Cristo León

Blog post about the article by Lipuma, León, with contributions by Bruce Bukiet and edited by Nagib Callaos (2022) published in The Journal on Systemics, Cybernetics and Informatics, last updated on [October 08, 2025].

Introduction

This study documents NJIT’s participatory strategic planning to implement Converged Education as an institutional spectrum between on-ground and online instruction. Students may attend face to face, join synchronously by real-time video, or watch asynchronously. The article presents context and history, pilot testing across disciplines, definitional clarity of modes, the role of technological shifts from Web 1.0 to 6.0 in planning, and the resulting policy implementation reflected in course offerings.

What Challenge Does the Article Address?

  • Aligning instructional modes and definitions across a research-intensive polytechnic.
  • Coordinating strategy among departments for synchronous, asynchronous, and hybrid delivery.
  • Scaling pilots into policy and catalog practices that preserve academic quality and access.

What Do We Offer?

The paper offers a practical case of institution-level convergence with clear steps and vocabulary for implementation and review.

  1. Participatory strategic planning process for converged delivery.
  2. Pilot design and evaluation across multiple disciplines.
  3. Operational definitions for modes and policy translation to offerings.

Who Will Benefit from This Work?

  • Academic leaders and registrars aligning policy with multi-modal instruction.
  • Faculty and instructional designers building HyFlex and converged courses.
  • IT and media services planning infrastructure for synchronous and asynchronous access.

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Cite this Paper

Lipuma, J., & León, C. (2022). Exploring the Context of Converged Learning: A Case Study in a Polytechnic University.
The Journal on Systemics, Cybernetics and Informatics, 20(1), 102–121.
https://doi.org/10.54808/JSCI.20.01.102

DOI: 10.54808/JSCI.20.01.102

ISSN: 1690-4524

Volume: 20 | Issue: 1 | Pages: 102–121

Series: Trans-Disciplinary Communication, Special Issue

Contributor: Bruce Bukiet | Editor: Nagib Callaos

Publisher: International Institute of Informatics and Cybernetics

Rights: All rights reserved. Published by The International Institute of Informatics and Cybernetics.

Keywords: Instructional Design; Digital Learning; HyFlex; Course Development; Strategic Planning; Converged learning; Colaboración y Convergencia

Interested in Exploring or Collaborating?

Are you planning or assessing converged delivery at your institution?
Share this post, or cite the article to extend the conversation on convergence.

Acknowledgments

Fadi P. Deek, Ph.D., Provost and Senior Executive Vice President.

Blake Haggerty. Executive Director Digital Learning & Technology Support.

David F. Ullman. Former Associate Provost for Information Services & Technology and Chief Information Officer.

Non-anonymous peer reviewers.

Bruce Bukiet, Ph.D., Professor of Mathematical Sciences. Associate Dean, College of Science and Liberal Arts.

John Wolf, Ph.D., Assistant Dean, Office of the Dean, College of Science and Liberal Arts.

Beta-reader

Lic. Maria Rosalia Leon Sanchez.

Disclosure statement
No conflict of interest pertains to the research presented above.

Copyright

© 2022 Lipuma & León. All rights reserved. Distribution subject to publisher policy.

Versión en Español

Explorando el Contexto del Aprendizaje Convergente: Estudio de Caso en una Universidad Politécnica

Entrada de blog sobre el artículo de Lipuma y León (2022) publicado en The Journal on Systemics, Cybernetics and Informatics.

Introducción

Este estudio documenta la planificación estratégica participativa de NJIT para implementar la Educación Convergente como un espectro institucional entre lo presencial y lo virtual. El estudiantado puede asistir de forma presencial, unirse sincrónicamente por videoconferencia en tiempo real, o ver la instrucción de forma asincrónica. El artículo presenta contexto e historia, pilotajes en múltiples disciplinas, definiciones operativas de las modalidades, el papel de los cambios tecnológicos del Web 1.0 al 6.0 en la planeación y la traducción a política institucional reflejada en la oferta académica.

¿Qué problema aborda el artículo?

  • Alinear modalidades y definiciones entre unidades académicas en una politécnica de investigación.
  • Coordinar estrategias para acceso sincrónico, asincrónico y mixto.
  • Escalar pilotajes a políticas y prácticas de catálogo con calidad y acceso.

¿Qué aportamos?

  1. Proceso de planeación participativa para la entrega convergente.
  2. Diseño y evaluación de pilots en diversas disciplinas.
  3. Definiciones operativas y traducción a política y oferta.

Cita el artículo

Lipuma, J., & León, C. (2022). Explorando el Contexto del Aprendizaje Convergente: Estudio de Caso en una Universidad Politécnica.
The Journal on Systemics, Cybernetics and Informatics, 20(1), 102–121.
https://doi.org/10.54808/JSCI.20.01.102

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