Teacher conceptions of blended learning, blended teaching and associations with approaches to design

What is blended learning? The combination of face to face and online learning situations

The combination of face to face and online learning situations

Aim of the project The study is designed:- to investigate teachers’ views on what students learn in courses that combine face to face and e-learning experiences to examine teachers’ thinking about their teaching in blended learning situations to investigate teacher approaches to the design of blended experiences are related to their conceptions of teaching.

The study is designed:-

to investigate teachers’ views on what students learn in courses that combine face to face and e-learning experiences

to examine teachers’ thinking about their teaching in blended learning situations

to investigate teacher approaches to the design of blended experiences are related to their conceptions of teaching.

Method (1) Research participants – 22 teachers from 2 universities All had introduced web based learning into their course designs. Informational resources – in the form of lecture notes and overviews in Word, HTML, PDF, PowerPoint , audio files, reference resources, image databases, video or audio files. Interview will be taken place (45-60 minutes)

Research participants – 22 teachers from 2 universities

All had introduced web based learning into their course designs.

Informational resources – in the form of lecture notes and overviews in Word, HTML, PDF, PowerPoint , audio files, reference resources, image databases, video or audio files.

Interview will be taken place (45-60 minutes)

Method (2) Interview questions – 1.What do you mean by blended learning? 2.What do you mean by blended teaching? 3.How do you approach designing blended experiences of learning? Follow-up questions are also asked to ask for interviewees new views. Analysis – a set of categories of conceptions was abstracted from the responses

Interview questions –

1.What do you mean by blended learning?

2.What do you mean by blended teaching?

3.How do you approach designing blended experiences of learning?

Follow-up questions are also asked to ask for interviewees new views.

Analysis – a set of categories of conceptions was abstracted from the responses

Results of the project (1) Perspective of teachers on students’ blended learning Category A: Blended learning as critically investigating changes in the world around us Category B: Blended learning as actively building understanding Category C: Blended learning as replicating ways of learning using different media Category D: Blended learning as using all the different media

Perspective of teachers on students’ blended learning

Category A: Blended learning as critically investigating changes in the world around us

Category B: Blended learning as actively building understanding

Category C: Blended learning as replicating ways of learning using different media

Category D: Blended learning as using all the different media

Results of the project (2) Perspective of teachers on blended teaching Category A: Blended teaching as helping students develop and apply new concepts Category B: Blended teaching as developing student understanding through aligning media to intended learning outcomes Category C: Blended teaching as providing students with information Category D: Blended teaching as replacing part of the responsibility of being a teacher

Perspective of teachers on blended teaching

Category A: Blended teaching as helping students develop and apply new concepts

Category B: Blended teaching as developing student understanding through aligning media to intended learning outcomes

Category C: Blended teaching as providing students with information

Category D: Blended teaching as replacing part of the responsibility of being a teacher

Results of the project (3) Teachers’ responses to the design for blended learning experiences Category A: Design reshapes approaches to teaching Category B: Design influences approaches to teaching Category C: Design overwhelms relationships to teaching Category D: Design is unrelated to teaching

Teachers’ responses to the design for blended learning experiences

Category A: Design reshapes approaches to teaching

Category B: Design influences approaches to teaching

Category C: Design overwhelms relationships to teaching

Category D: Design is unrelated to teaching

Results of the project (4) The distribution of variation in conceptions and approaches to the design of blended learning

Results of the project (5) Correlation amongst conceptions of blended learning and teaching and approaches to design

Discussion (1) show significant relationships of how blended learning and teaching can support quality student learning experiences. blended learning that students find themselves in, and teachers that see technological media as a way of to help students to achieve can help students to develop new ideas and understanding. technology overwhelmed many conceptions held by teachers.

show significant relationships of how blended learning and teaching can support quality student learning experiences.

blended learning that students find themselves in, and teachers that see technological media as a way of to help students to achieve can help students to develop new ideas and understanding.

technology overwhelmed many conceptions held by teachers.

Discussion (2) both benefits and problems are likely to occur when technology is introduced into students’ experience of learning.

both benefits and problems are likely to occur when technology is introduced into students’ experience of learning.