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

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.

Method (1)

• Research participants – 22 teachers from 2 universitiesAll 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

Results of the project (1)

• Perspective of teachers on students’ blended learningCategory A: Blended learning as critically investigating changes in the world around usCategory B: Blended learning as actively building understandingCategory 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 teachingCategory A: Blended teaching as helping students develop and apply new conceptsCategory B: Blended teaching as developing student understanding through aligning media to intended learning outcomesCategory C: Blended teaching as providing students with informationCategory 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 experiencesCategory A: Design reshapes approaches to teachingCategory B: Design influences approaches to teachingCategory C: Design overwhelms relationships to teachingCategory 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.

Discussion (2)

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