Embedding blended learning in a university's teaching culture: Experiences and reflections

Davis, Hugh C.; Fill, Karen

doi:10.1111/j.1467-8535.2007.00756.x

Cited by 90 publications

(52 citation statements)

References 10 publications

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“…Also, it helps teachers to engage in live instruction in class, using communicative activities which encourage language production (Richards, 2010;Senior, 2010). Moreover, this approach offers flexible resources which make the learning environment more active, by providing students with new experiences and outcomes (Oh & Park, 2009;Davis & Fill, 2007). Al-Jarf (2006) and Barenfanger (2005) argues that online activities help remove anxiety and encourage students to be more self-dependent.…”

Section: Blended Learning Advantagesmentioning

confidence: 99%

EFL Secondary School Teachers’ Views on Blended Learning in Tabuk City

Alfahadi¹,

Alsalhi²,

Alshammari³

2015

ELT

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The aim of this study is to investigate EFL Secondary School Teachers' Views on Blended Learning. It also aims to investigate (a) the teachers' views on blended learning content and process, and (b) how blended learning is effective in developing teachers' performance. The study sample included 35 EFL Saudi teachers in Tabuk City, KSA. In order to collect the data required, the researchers developed a questionnaire that consisted of two sections, namely, process and content. The results indicate that the teachers' views toward blended learning were generally positive and very promising in both sections. Moreover, it was interesting to see that EFL teachers were highly optimistic about how blended learning would help them in improving their performance and how it would motivate their students to learn English. Finally, there are no significant differences between teachers' responses to the content and process of blended learning, with regards to qualification, experience, and the amount of training done.

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Section: Blended Learning Advantagesmentioning

confidence: 99%

EFL Secondary School Teachers’ Views on Blended Learning in Tabuk City

Alfahadi¹,

Alsalhi²,

Alshammari³

2015

ELT

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“…The argument has also been made that, with the impact of TEL, academics need to defend their role as central to the teaching and learning process by protecting their ownership of the development process (Davis & Fill, 2007;Georgouli, Skalkidis, & Guerreiro, 2008) and taking responsibility for driving TEL initiatives (Porter et al, 2014). Concern has been expressed with regard to the possible displacement of staff from their academic selves as a result of the opportunities offered by TEL (Hanson, 2009) and that, as a result, there is a need to protect the sanctity of independent scholarship.…”

Section: Helping the Academicmentioning

confidence: 99%

“…Concern has been expressed with regard to the possible displacement of staff from their academic selves as a result of the opportunities offered by TEL (Hanson, 2009) and that, as a result, there is a need to protect the sanctity of independent scholarship. Also, there is a sense that academics need to be protected from encroachment on their space by other professional by ensuring that support for academics to engage with technology exists only on their terms and when they want it (Davis & Fill, 2007). The assumption appears to be that the best way to approach the change and opportunities offered by TEL is to spend considerable time, effort and money loading up the academic with all the knowledge and skill they need not only to function in the TEL world but also retain their control of the teaching process.…”

Section: Helping the Academicmentioning

confidence: 99%

The future of Technology Enhanced Learning (TEL) is in the hands of the anonymous, grey non-descript mid-level professional manager.

Murphy

2016

telji

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Much of the research into the implementation of TEL has centred on teaching approaches and the change (or not) in the role of the academic, which is reflective of the importance of the academic to what takes place in a Higher Education Institute (HEI). Technology enhanced learning (TEL), however, poses a considerable challenge to how the Higher Education (HE) sector operates, as it has done with numerous other sectors. Typically, technology confronts existing practices and boundaries. For HEIs, TEL has accelerated the move away from the discipline-based academics as being at the centre of the education process and replaced them with students. This displacement of the academic for the student has been complemented by changing approaches to teaching, (the growth of network learning for example) and the introduction of new work practices from the private sector in the guise of new managerialism. With the academic's role reduced from controller to that of participant, the space left is being filled by client-focused mid-level professional managers. Distinct from academic managers, mid-level professional managers are situated between academics and senior management, which is a key position for the implementation of TEL at a time when its future rests on bridging the gap between the bottom up initiatives of the past and the institute-wide initiatives of the future. This discussion piece reflects on the changing role of the academic in a new managerialist TEL HE sector and argues for the overdue recognition of the importance of the mid-level professional manager to the future of TEL.

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“…A continuum of blended learning has been suggested by Jones (2006) as a guideline for staff wishing to incorporate technology into learning and teaching, ranging from basic ICT usage such as PowerPoint presentations, to accessing online resources and lecture notes via the VLE, discussion boards/online assessment to whole modules delivered and moderated fully online. Research suggests that change is gradual, and moving towards a culture of blended learning is partly dependent on leadership at the institutional level but also from 'local' leaders in faculties and departments (Davis & Fill, 2007).…”

Section: Research and Practicementioning

confidence: 99%

“…It is sometimes even the case that the 'blend' is referred to indirectly -something that will lead to a change but is not itself described or specified (Hughes, 2007). Davis and Fill (2007), offering a case study of how blended learning has been adopted in a university through a successful project in one Faculty, include only a very brief definition of blended learning:…”

Section: Issues Controversies Problemsmentioning

confidence: 99%

Academic Development Perspectives of Blended Learning

Donnelly¹,

McAvinia

2012

Blended Learning Environments for Adults

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Technological advances in every aspect of today's higher education environment create a forum for academic developers to re-examine existing delivery methods for professional development.Within the context of this case study, the term 'academic developer' is taken to encompass the role of learning technologist. In order to be responsive and accommodate the changes, traditional instruction methods are being extended to encompass the range of Web 2.0 tools available.Debate is ongoing in the area of blended learning as to the ultimate effectiveness of technology integration. Through exploration of the experiences of two academic developers involved in the design and delivery of accredited professional development programmes for academic staff in Ireland, the case is made for an effective balance in pedagogical and technological intervention.Both were experienced in delivery face-to-face instruction, had different levels of experience in online teaching and work collaboratively with academic staff. Experience from the two case studies suggests that a prerequisite for embedding blended learning strategies in learning and teaching is that the instructors recognise the need for appropriate holistic academic development to provide them with not only an understanding of how best to use the technologies, but fundamentally for enhancing their understanding of how to develop effective blended learning environments.2

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Embedding blended learning in a university's teaching culture: Experiences and reflections

Cited by 90 publications

References 10 publications

EFL Secondary School Teachers’ Views on Blended Learning in Tabuk City

EFL Secondary School Teachers’ Views on Blended Learning in Tabuk City

The future of Technology Enhanced Learning (TEL) is in the hands of the anonymous, grey non-descript mid-level professional manager.

Academic Development Perspectives of Blended Learning

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