Teacher Conceptions and Approaches to Blended Learning Environments

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Author(s): Vicki Caravias (Swinburne University of Technology, Australia)
Copyright: 2018
Pages: 24
Source title: Online Course Management: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-5472-1.ch049

Keywords: Curriculum Development and Instructional Design / Education / Educational Technologies / Information Science Reference

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Abstract

This chapter provides Australian perspectives on blended learning. An overview of the ways in which the concept of blended learning is interpreted in the Australian higher education is presented. This is followed by a discussion of the results of research carried out at one Australian University about teachers' conceptions on blended learning and their approaches to design and teaching in higher education. On the basis of twelve interviews with teachers, some important factors are analyzed pertaining to pedagogical, technological, interface, evaluation dimensions as well as resource support, management, ethical and institutional. Research results indicate that teachers consider their subject's learning objectives and apply the technologies and approaches that will work best for their students following the eight dimensions of blended learning environments.

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Teacher Conceptions and Approaches to Blended Learning Environments

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