Self-determined blended learning: a case study of blended learning design

De George-Walker, Linda and Keeffe, Mary (2010) Self-determined blended learning: a case study of blended learning design. Higher Education Research and Development, 29 (1). pp. 1-13. ISSN 0729-4360

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Abstract

Higher education has been actively encouraged to find more effective and flexible delivery models to provide all students with access to quality learning experiences yet also meet institutional imperatives for efficiency and accountability. Blended learning, commonly defined as an integration of traditional face-to-face and online approaches to instruction (Garrison & Kanuka, 2004; Graham, 2006; Macdonald,2008), is now proposed as one solution that addresses both student learning and higher education organisational needs. Successful blended learning, however, is more than a simple integration of information and communication technologies with face-to-face approaches. This paper proposes, describes and evaluates a pedagogical approach to blended learning focused on learners and learning. First, we interrogate the literature related to blended learning to show how various constructions of blended learning may be driven by teacher-centric or learner-centric conceptions. Next, planning a learner-centric blended learning design for a core unit in a first year higher education course is described. The design is then evaluated using a mixed methodology in which the students’ voices illuminate their experiences of blended learning unit design with regards to engagement, learning and self-determination.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Accepted version deposited in accordance with the copyright policy of the publisher.
Depositing User: Ms Linda De George-Walker
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 11 Aug 2010 12:59
Last Modified: 13 Jul 2014 05:46
Uncontrolled Keywords: blended learning; course design; higher education; self-determined learning; unit planning
Fields of Research (FOR2008): 13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
13 Education > 1301 Education Systems > 130103 Higher Education
08 Information and Computing Sciences > 0805 Distributed Computing > 080505 Web Technologies (excl. Web Search)
Socio-Economic Objective (SEO2008): E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
Identification Number or DOI: doi: 10.1080/07294360903277380
URI: http://eprints.usq.edu.au/id/eprint/8603

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